Comparison of different teaching models on career adaptability of clinical nursing students

Objective To investigate the career adaptability of clinical nursing students who received the 2+2 teaching model compared with those received general teaching model, and to discuss the correlation between different teaching models and the level of career adaptability of nursing students. Besides, this study aims to explore the improvement strategies of the career adaptability of clinical nursing students, so as to provide a theoretical basis for the future development of undergraduate nursing education and for intervention measures to improve the career adaptability of nursing students. Methods A total of 45 undergraduate nursing students who participated in the 2+2 teaching model (classroom teaching in first two years and clinical internship in last two years)from July 2023 to April 2024 were selected as the study group, another 45 students who participated in the 3+1 teaching model(one-year clinical internship after a three-year classroom teaching)were included as the control group. The career adaptability of clinical nursing students was measured by using the Career Adapt-Abilities Scale (CAAS) via an online survey software tool. Results Nursing students in the study group achieved higher total score and subscales ( concern, control, curiosity, and confidence)scores of CAAS compared with those in the control group (P＜0. 01). Conclusion The 2+2 teaching model has a positive effect on the cultivation of professional identity and the improvement of career adaptability of nursing interns. (目的 调查“2+2”教学模式与普通教学模式下临床实习护生的生涯适应力状况, 探讨不同教学模式与护生生涯适应力水平的相关性及提高策略, 以期为未来护理本科教育发展以及为护理教育者制定提升护生生涯适应力水平的干预措施提供理论依据。方法 选取2023年7月—2024年4月医院实习护生为研究对象, 其中45例接受“2+2”教学模式(大学前两年在学校完成公共课和基础课, 后两年在临床教学医院完成专业课学习和临床见习、实习)的护生为研究组, 45例接受普通“3+1”教学模式的护生为对照组。基于“问卷星”在线调查, 采用生涯适应力量表(CAAS)评估护生生涯适应力水平。结果 研究组护生CAAS量表总得分和生涯自信、生涯好奇、生涯控制、生涯关注维度评分均高于对照组, 差异有统计学意义(P＜0. 01)。结论 “2+2”教学模式对于护理实习生职业认同的培养以及提升护理实习生生涯适应力具有积极促进作用。)