From Learning to Application: An Exploration of the "Learning-Competing-Service" Three-Step Progressive Training Path for Vocational Soft Skills of Higher Vocational Nursing Students
Abstract
through the collaboration of institutions and the joint cultivation of dual teachers. Methods: A total of 330 clinical nurses were surveyed on
their positions, teaching plan development method, ADDIE training development method, "service learning" theory, and a control study was
conducted to obtain the job requirements of nursing vocational soft skills, expert consensus (teaching plan, competition training, social service
plan), and empirical results. Results: 36 key points of nursing vocational soft skills were identified; the ADDIE model of skills competition
vocational soft skills training plan for three major modules; the social service plan based on the "service learning" theory for four projects;
the final overall score of nursing vocational soft skills of the experimental group after the experiment was 217.87 ± 10.25, significantly higher
than that of the control group (176.93 ± 24.76); the increase scores before and after the experiment in the three stages of the experimental
group were 42.91 ± 36.22, 10.91 ± 13.49, and 9.84 ± 8.64, respectively; the increase scores before and after the experiment in the control
group were 13.48 ± 37.43, 4.27 ± 8.02, and 2.88 ± 7.53. Conclusion: The intervention model of "institutional collaboration, dual teacher joint
cultivation" formed by the progressive law of "teaching foundation - competition reinforcement - service transformation" is an effective path
for enhancing "vocational soft skills". This model can achieve a "first fast then slow" overall improvement trend of vocational soft skills in the
three stages and a "peak-to-valley" improvement characteristic in each dimension over the three stages. In the future, it is necessary to further
deepen the integration of industry and education and institutional cooperation to make "dual teacher joint cultivation" a key bridge truly connecting the classroom and clinical and empowering students' career development.
Keywords
Full Text:
PDFReferences
[1] Heckman, J. J., & Kautz, T. (2012). Hard evidence on soft skills. Labour Economics, 19(4), 451–464.
[2] Kantrowitz TM. Development and construct validation of a measure of soft skills performance [D]. Atlanta: Georgia Institute of Technology, 2005.
[3] Ni C. A preliminary study on non-technical skills scale of nursing un-dergraduates [D]. Hengyang: University of South China, 2013.
[4] Norton, R. E. (1985). DACUM Handbook (2nd ed.). Columbus, OH: The National Center for Research in Vocational Education, The
Ohio State University.
[5] Branson, R. K., et al. (1975). Interservice procedures for instructional systems development (IPISD). Florida State University.
[6] Molenda M. In search of the elusive ADDIE model. Performance Improvement. 2003;42(5):34-37.
[7] American National Standards Institute/ASSP. (2024). ANSI/ASSP Z490.1-2024: Criteria for accepted practices in safety, health and environmental training. ANSI.
[8] Jacoby, B. (1996). Service-learning in higher education: Concepts and practices. Jossey-Bass.
[9] Bringle, R. G., & Hatcher, J. A. (1999). Reflection in service learning: Making meaning of experience. Educational Horizons, 77(4),
179–185.
[10] Passel, C. A. (2024). Service-learning's impact on the development of undergraduate nursing students' soft skills (Publication No.
3707716) [Doctoral dissertation, Marion University]. Sigma Repository.
DOI: http://dx.doi.org/10.70711/neet.v4i10.10302
Refbacks
- There are currently no refbacks.
