Objective To evaluate the effect of clinical pathway (CP) teaching methods versus traditional methods in nursing clinical teaching. Methods The following electronic databases as PubMed, EMBASE, The Cochrane Library, CBM and CNKI were retrieved on computer from their establishment to April 2011 to search for randomized controlled trials (RCTs) of comparing CP with traditional methods in nursing clinical teaching. The methodological quality of the included RCTs was assessed by two reviewers independently according to the scale of criteria for methodological quality developed by Smits PB, and the meta-analysis was conducted by using the Cochrane Collaboration’s RevMan5.1 software. Results A total of 12 RCTs involving 1 269 participants were included, and nine of them were of high quality. The meta-analyses showed that compared with the traditional teaching method, the CP teaching tended to be superior (Plt;0.05) in improving nursing students’ objective knowledge, nursing operating skills, professional ability and satisfaction with teaching methods, and in improving patients’ satisfaction as well. Conclusion The clinical pathway teaching method is a scientific teaching model in nursing clinical teaching; it standardizes the teaching procedure, promotes students’ active learning and further enhances the teaching effect. But it is necessary to unify the method of assessment with more researches. In addition, researchers should pay more attention to improving the comprehensive quality of nursing students.
ObjectiveTo explore course content and teaching-learning strategies of advanced nursing practice in graduate nursing education, so as to provide reference for nursing schools to develop relevant courses.MethodsA teamof course teachers was set up, and the course was developed. The course was implemented in grade 2015 and 2016 graduate nursing students. The students’ perception and evaluation of course contents, teaching methods, teaching quality, curriculum value and course satisfaction were collected through questionnaires and interviews.ResultsA totalof 23 students were enrolled. The mean scores of teaching quality, curriculum value and course satisfaction were 93.48±1.01, 51.04±4.88, and 17.00±2.28, respectively. Students recognized the necessity and the importance of including the advanced nursing practice in each specialty in the course content, and hoped to add in practice sections.ConclusionsIt is advisable to include the advanced nursing practice in each specialty as well as the practice section, so as to strengthen the students’ concrete understanding of the advanced nursing practice. Seminar and discussion are the teaching methods with first priority.