Research on the Enhancement of Non-Technical Skills of Vocational College Nursing Students by "Dual-Classroom" Teaching Method
Abstract
education and industry to enhance the non-technical skills of vocational nursing students. Methods: A job survey was conducted among 330
clinical nurses, and the Delphi method was used for 17 experts. The analytic hierarchy process, teaching plan development method, and controlled study were adopted successively to obtain the job requirements of non-technical skills in nursing, the expert consensus on teaching
plans, and the empirical results. Results: 36 key skill points of non-technical skills in nursing were obtained; 10 course projects, 60 typical
work tasks, and 60 core course contents were identified; the score of non-technical skills of the experimental group after the experiment was
196.93 ± 20.47, while that of the control group was 155.15 ± 30.05. The increase in score for the experimental group was 41.78 ± 36.85, and
that for the control group was 14.61 ± 37.26. The improvement in each dimension after the experiment for the experimental group was ranked
as interpersonal relationship > regulation and adaptation > self-improvement > leadership and management > humanistic care > law and social
awareness > self-restraint > discrimination and perception > professional quality and self-awareness. Conclusion: The teaching intervention
model of "dual-line classroom" based on the collaboration and cooperation of institutions, formed through "job survey - Delphi consensus -
teaching construction - empirical verification", is an effective path to enhance the vocational "soft skills" of vocational nursing students. This
model can rapidly improve external skills such as interpersonal relationships, positively influence deep skills such as leadership and management, and slowly improve skills such as professional quality and self-awareness.
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DOI: http://dx.doi.org/10.70711/wef.v4i4.9908
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