Assessing the impact of standardized-patient scenario-based simulation teaching combined with serialized micro-course instruction in pediatric nursing teaching.

Access to advanced clinical training and experienced instructors is often limited in many low- and middle-income countries (LMICs), highlighting the need for practical, scalable, and resource-efficient teaching approaches. This study aimed to ascertain the application value of student-standardized patient (SSP) scenario-based simulation teaching mode in combination with serialized micro-course instruction in pediatric clinical nursing teaching. A quasi-experimental design was employed. Third-year nursing students from the 2017 and 2018 cohorts were selected via convenience sampling, with 45 students in both the control and experimental groups. The control group received traditional teaching methods, while the experimental group was instructed using a teaching model combining SSP scenario-based simulation with serialized micro-course instruction. Outcomes assessed included theoretical and practical examination scores, self-directed learning, communication, empathy, humanistic care, self-efficacy, professional identity, and teaching satisfaction. Nursing students in the experimental group possessed higher scores in both theoretical and practical assessment, better self-learning ability, communication ability, empathy ability, humanistic caring ability, self-efficacy and professional identity, and more satisfaction with teaching versus nursing students in the control group (P-value <.05). The application of SSP scenario-based simulation teaching mode combined with serialized micro-course instruction in pediatric clinical nursing teaching can effectively enhance nursing students' theoretical and practical assessment skills, self-learning, communication, empathy, humanistic caring, self-efficacy, professional identity, and satisfaction with teaching. Due to its flexibility and low demand for resources, this model presents a feasible and scalable option for enhancing nursing education, particularly in settings with limited educational infrastructure, such as LMICs.