JCNRJournal of Clinical and Nursing Research2208-36852208-3693Bio-Byword Scientific Publishing Pty. Ltd.10.26689/jcnr.v8i11.8629ArticlePractical Pathways of Enhancing Nursing Education in Medical Schoolshttps://artdesignp.com/journal/JCNR/8/11/10.26689/jcnr.v8i11.8629MeiJie,GaoYichun,DingGenxiao,WangYinbiao20248112024-11-26The advancement of society and continuous improvements in the healthcare system have heightened the demands on professional nursing training, necessitating that nursing education better meet practical needs in an increasingly diversified medical environment. To address these requirements, the teaching approaches and assessment methods in nursing education should be reformed and updated. This study conducted a comprehensive analysis of the current state of nursing education and proposed potential pathways to enhance nursing education in medical schools. These pathways include implementing a student-centered teaching approach, incorporating various teaching activities, emphasizing the development of students’ practical skills, and reforming assessment methods to cultivate well-rounded professionals. The application of these strategies will help improve the effectiveness of classroom teaching, deepen students’ understanding of theoretical knowledge and practical skills, and thereby contribute to the improvement of nursing education quality.

Feng Z, Wu B, 2023, Embracing Challenges for Population Aging in China: Building Scientific Evidence to Inform Long-Term Care Policymaking and Practice. J Aging Soc Policy, 35(5): 543–553. https://doi.org/10.1080/08959420.2023.2217979

Wu C, 2024, Reflections on the Reform of Nursing Education in Universities under the Concept of Precision Nursing. Learning Weekly, 2024(19): 21–24.

Zhang Y, 2022, Research on the Reform Path of Enhancing Basic Nursing Education in Higher Vocational Nursing Programs. Learning Weekly, 2022(13): 3–5.

Wei L, Guo Z, Zhang X, Niu Y, Wang X, Ma L, Luo M, Lu B, 2023, Mental health and job stress of nurses in the surgical system: what should we care. BMC Psychiatry, 23(1): 871. https://doi.org/10.1186/s12888-023-05336-0

Zhang Y, 2024, The Reform Path of Student-centered Teaching Model for Vocational Nursing Programs. Asia-Pacific Education, 2024(10): 176–178.

Macnamara A, Bird K, Rigby A, et al, 2021, High-fidelity Simulation and Virtual Reality: An Evaluation of Medical Students’ Experiences. BMJ Simulation & Technology Enhanced Learning, 7(6): 528–535. https://doi.org/10.1136/bmjstel-2020-000625

Liang Y, Wang J, Zhu J, et al., 2023, Analysis of the Reform Path for Nursing Education under the Perspective of Educational Informatization. Survey of Education, 12(7): 115–117 + 124.

Sun M, Di X, Hao C, et al., 2022, Application of Virtual Simulation Technology Combined with PBL in the Teaching of Critical Care Nursing. China Higher Medical Education, 2022(8): 121–122.

Jin L, Yao W, 2022, Practice Teaching Reform of Nursing Specialty Based on Skills Competition. Journal of Liaoning Higher Vocational, 24(2): 74–78.

Sun W, Liu K, 2023, Preliminary Exploration of Nursing Education Reform Based on Skill-Oriented Talent Development. Knowledge World, 2023(10): 12–14.

Haynes-Ferere A, Muirhead L, Hayes R, McCauley L, 2024, The Growth and Development of a Novel Distance Accelerated Bachelor of Science in Nursing Program. Journal of Professional Nursing, 54: 1–9. https://doi.org/10.1016/j.profnurs.2024.04.009

Cruess R, Cruess S, Steinert Y, 2016, Amending Miller’s Pyramid to Include Professional Identity Formation. Academic Medicine, 91(2): 180–185. https://doi.org/10.1097/ACM.0000000000000913

Herbstreit F, Merse S, Schnell R, et al., 2017, Impact of Standardized Patients on the Training of Medical Students to Manage Emergencies. Medicine (Baltimore), 96(5): e5933. https://doi.org/10.1097/MD.0000000000005933

Du J, Zhu X, Wang J, et al., 2022, History-taking Level and Its Influencing Factors among Nursing Undergraduates Based on the Virtual Standardized Patient Testing Results: Cross Sectional Study. Nurse Education Today, 111: 105312. https://doi.org/10.1016/j.nedt.2022.105312