The effectiveness of evidence-based teaching combined with conceive-design-implement-operate in urological nursing internship teaching

IF 4.5 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2026-08-01 Epub Date: 2026-08-04 DOI:10.1016/j.nepr.2026.104938

Na Yang, Lu Jin, Zhihui Lu, Xiaobei Guo, Lisha Li, Fan Yang, Ying Wang

{"title":"The effectiveness of evidence-based teaching combined with conceive-design-implement-operate in urological nursing internship teaching","authors":"Na Yang, Lu Jin, Zhihui Lu, Xiaobei Guo, Lisha Li, Fan Yang, Ying Wang","doi":"10.1016/j.nepr.2026.104938","DOIUrl":null,"url":null,"abstract":"<div><h3>Aim</h3><div>To investigate the effectiveness of integrating evidence-based teaching (EBT) with the Conceive-Design-Implement-Operate (CDIO) model in urology nursing clinical practice.</div></div><div><h3>Background</h3><div>Technological advances in urology have raised higher requirements for nursing interns regarding clinical proficiency and critical thinking. Traditional pedagogical approaches are inadequate for contemporary nursing training. EBT fosters learners’ competence in evidence-based practice (EBP), whereas the CDIO framework integrates theoretical knowledge with clinical practice. Nevertheless, relevant empirical research on its combined application remains insufficient.</div></div><div><h3>Design</h3><div>Historical controlled study.</div></div><div><h3>Methods</h3><div>The control group (n = 184) received traditional teaching between September 2024 and March 2025, whereas the observation group (n = 152) adopted the EBT-CDIO model from September 2025 to March 2026. Assessments included theoretical and practical skill scores, along with comprehensive capabilities in EBP, self-directed learning and critical thinking.</div></div><div><h3>Results</h3><div>The observation group achieved significantly higher scores than the control group (<em>P</em> < 0.001) in theoretical evaluation, operational performance, EBP, self-directed learning and critical thinking.</div></div><div><h3>Conclusions</h3><div>Integrated EBT-CDIO teaching was associated with higher theoretical and operational scores among nursing interns and correlated with better development of core competencies including evidence-based practice, self-directed learning and critical thinking.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104938"},"PeriodicalIF":4.5000,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education in Practice","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1471595326002416","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2026/8/4 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}

引用次数: 0

Abstract

Aim

To investigate the effectiveness of integrating evidence-based teaching (EBT) with the Conceive-Design-Implement-Operate (CDIO) model in urology nursing clinical practice.

Background

Technological advances in urology have raised higher requirements for nursing interns regarding clinical proficiency and critical thinking. Traditional pedagogical approaches are inadequate for contemporary nursing training. EBT fosters learners’ competence in evidence-based practice (EBP), whereas the CDIO framework integrates theoretical knowledge with clinical practice. Nevertheless, relevant empirical research on its combined application remains insufficient.

Design

Historical controlled study.

Methods

The control group (n = 184) received traditional teaching between September 2024 and March 2025, whereas the observation group (n = 152) adopted the EBT-CDIO model from September 2025 to March 2026. Assessments included theoretical and practical skill scores, along with comprehensive capabilities in EBP, self-directed learning and critical thinking.

Results

The observation group achieved significantly higher scores than the control group (P < 0.001) in theoretical evaluation, operational performance, EBP, self-directed learning and critical thinking.

Conclusions

Integrated EBT-CDIO teaching was associated with higher theoretical and operational scores among nursing interns and correlated with better development of core competencies including evidence-based practice, self-directed learning and critical thinking.

查看原文本刊更多论文

循证教学结合构思-设计-实施-操作在泌尿外科护理实习教学中的效果。

目的：探讨循证教学（EBT）与构思-设计-实施-操作（CDIO）模式相结合在泌尿外科护理临床实践中的效果。背景：泌尿外科的技术进步对实习护士的临床熟练程度和批判性思维提出了更高的要求。传统的教学方法不适合当代护理培训。EBT培养学习者在循证实践（EBP）中的能力，而CDIO框架将理论知识与临床实践相结合。然而，对其联合应用的相关实证研究仍然不足。设计：历史对照研究。方法：对照组（n = 184）于2024年9月至2025年3月采用传统教学，观察组（n = 152）于2025年9月至2026年3月采用EBT-CDIO模式。评估包括理论和实践技能得分，以及EBP的综合能力，自主学习和批判性思维。结果：观察组得分显著高于对照组（P ）结论：EBT-CDIO整合教学能提高护理实习生的理论和操作得分，并能促进其循证实践、自主学习和批判性思维等核心能力的培养。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.