Influence of standardized patient combined with narrative nursing teaching on experimental teaching of surgical nursing: A quasi-experimental study
Bibliographic record
Abstract
Objective This study aimed to explore the effect of standardized patient (SP)-narrative nursing in the experimental teaching of surgical nursing. Methods A quasi-experimental study design was adopted. A total of 200 undergraduate nursing students were recruited from the Nursing College of Guilin Medical University in China from March 2023 to December 2024. The intervention group recruited students from the Class of 2022 ( n = 100), and the control group recruited students from the Class of 2021 ( n = 100). The intervention group adopted a teaching model combining standardized patients with narrative nursing based on traditional scenario-based simulation teaching, which was applied to the nursing of perioperative patients (4 class hours) and scenario-based case drills (4 class hours) in the experimental teaching of surgical nursing. The control group used traditional scenario-based simulation teaching. The Nurse Humanistic Care Quality Evaluation Scale, Clinical Thinking Ability Evaluation Index System Scale for Medical Students, and Nurse-Patient Communication Ability Evaluation Scale for Nursing Students were used to investigate and compare the teaching effects between the two groups of students. Results The total scores of the intervention group on humanistic care (91.39 ± 3.97), clinical thinking (79.64 ± 6.33), and nurse-patient communication (157.22 ± 7.95) abilities were significantly higher than those of the control group (82.29 ± 3.62, 65.11 ± 7.24, and 147.05 ± 7.84, respectively), with statistically significant differences ( P < 0.01). Conclusion This study confirms that integrating the dual teaching model of standardized patients and narrative nursing in experimental teaching of surgical nursing has significantly optimized the theoretical and practical structure of teaching strategies. This innovative teaching method provides a promotable paradigm for nursing humanities education and is of positive significance for improving the effectiveness of cultivating the core literacy of nursing talents.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".