Jul 2026· Contemporary Education and Teaching Research· 0 citations
Abstract
Traditional nursing education is discipline-centered, and a gap persists between students’ clinical competencies and the requirements of professional practice. Outcome-Based Education (OBE), which is oriented toward learning outcomes, provides a new perspective for addressing the disconnection between theory and practice. Integrating OBE into nursing education contributes to cultivating high-quality nursing professionals who meet clinical demands. This study first examines the impact of the OBE concept on nursing education in four dimensions: educational objectives, curriculum system, teaching models, and assessment methods. It further analyzes its design value in enhancing professional competency and promoting precision in instructional design and implementation. Subsequently, the study proposes several instructional strategies, including backward design of learning objectives, creation of clinically situated task scenarios, development of representative case-based resources, strengthening of virtual simulation training, and organization of collaborative group learning. These strategies provide a systematic framework for nursing education reform.
The study underscores the importance of aligning theoretical instruction with clinical practice through stronger supervision, availability of clinical materials, and improved collaboration between training schools and clinical sites to enhance student competence and contribute to quality nursing care in Zambia.
Sarah Banda, Lonia Mwape, C. Ngoma· Texila international journal...· 0 citations
: Service-learning is an experiential teaching approach that integrates curricular learning with community service to foster students ' professional competences and social awareness. However, its implementation and outcomes in nursing education vary substantially across countries. Using the Chinese mainland as a case, this study presents a literature-based comparative analysis of service-learning in nursing education between Chinese mainland and international contexts, with a focus on curriculum design, implementation and outcome assessment. The findings reveal that service-learning in nursing education remains at an exploratory stage worldwide, including in the Chinese mainland; it is applied mainly in community and geriatric nursing courses and is characterized by underdeveloped implementation mechanisms and non-standardized evaluation systems.Further efforts are needed to optimize practical frameworks, establish multidimensional evaluation systems, strengthen long-term effect assessment, and promote the standardized, sustainable development of service-learning in nursing education.
Wenjuan Ji, Jianing Pan, Qinjun Jiang et al.· International Journal of New...· 0 citations
BACKGROUND
Co-teaching refers to instruction jointly planned and implemented by two or more teachers to achieve shared learning goals. It supports multidisciplinary learning and the development of students' collaboration skills. Although co-teaching is used in nursing education, research has mainly focused on educational sciences and knowledge regarding implementation strategies and experiences of co-teaching in nursing education remains limited.
OBJECTIVES
The aim of this integrative literature review is to analyse and synthesise existing research on co-teaching in nursing education, with a focus on its definitions, implementation strategies, and reported experiences. The purpose was to clarify the conceptual foundations of co-teaching to support pedagogical development in nursing education.
DESIGN
An integrative literature review.
DATA SOURCES
A literature search was conducted in March 2025 using the PubMed, CINAHL, PsycINFO, Cochrane, and ERIC databases.
REVIEW METHODS
Study selection and reporting followed PRISMA guidelines. Methodological quality was appraised using JBI criteria. Data were analysed using qualitative content analysis.
RESULTS
Fourteen studies published between 1999 and March 2025 were included. The study designs were mainly descriptive and exploratory. The analysis generated nine themes related to the definition and implementation of co-teaching, interdisciplinary collaboration, shared expertise, student learning, professional development, prerequisites for successful collaboration, and barriers to implementation. Clear shared goals, mutual respect, and effective communication were identified as prerequisites for successful implementation, while lack of time and challenges in aligning teaching practices were perceived as barriers. Overall, both teachers' and students' experiences were predominantly positive.
CONCLUSION
Co-teaching appears to be a promising pedagogical approach, with potential to address future nurses' competence needs related to complex care environments, interprofessional collaboration, and clinical reasoning. Successful implementation requires sufficient resources and organisational-level leadership that supports collaboration. Further research is needed to evaluate its effectiveness and outcomes.
Mari Pakkonen, Riitta Rosio, J. Juntunen et al.· Nurse Education Today· 0 citations
Examination of innovative teaching strategies in nursing education found technology-enhanced learning, active pedagogies, and competency-based approaches prepare nurses for contemporary healthcare challenges significantly enhance nursing education outcomes across multiple domains.
Dr. Kavichelvi K, D. Jaspher M· Young Nurses Journal of Rese...· 1 citation
This exploratory qualitative study aimed to explore nursing students' experiences and perspectives regarding collaborative technology-based assignments included in the "technology use in nursing" course, as well as their perceived contributions to personal and academic development.
A "Holistic Transformation Model of Digital Clinical Learning" encompassing safe learning spaces, digital autonomy, psychosocial transformation, and hybrid learning ecosystems has been developed and explains a shift from passive to active learning in the learning process, i.e., digital autonomy.
Gülçah Sunay Ertem, Sibel Ergün, Serap Kaynak et al.· Nurse Education Today· 0 citations
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