Front Med (Lausanne). 2025 Nov 10;12:1635264. doi: 10.3389/fmed.2025.1635264. eCollection 2025.
ABSTRACT
OBJECTIVE: To explore the effects of applying the Learn-See-Practice-Prove-Do-Maintain (LSPPDM) learning model in combination with simulation-based teaching methods to neonatal nurse teaching practices.
METHODS: This is a historical controlled non-randomized quasi-experimental study. The combination LSPPDM-simulation teaching model was officially implemented into the study hospital’s nursing internship educational program in 2023. A control group of 72 interns received instruction by conventional methods between August and December 2022; an observation group of 71 interns received instruction via the LSPPDM-simulation teaching combination model between May 2023 and April 2024. The self-learning ability scale, humanistic care ability evaluation scale, Core Competency Scale for Registered Nurses in China, and final exam scores of the two groups were compared.
RESULTS: The observation group scored significantly higher than the control group with respect to the following aspects: autonomous learning (70.18 ± 7.11 vs. 66.45 ± 8.64, p = 0.001), care ability (127.12 ± 4.23 vs. 121.28 ± 11.16, p = 0.001), nursing core competence (163.33 ± 21.55 vs. 144.63 ± 19.09, p = 0.001), final examination (82.36 ± 3.35 vs. 79.09 ± 6.87, p = 0.001), and satisfaction with teaching methods (12.03 ± 0.56 vs. 9.34 ± 0.35, p < 0.001).
CONCLUSION: This study demonstrates that the integration of LSPPDM with simulation-based teaching significantly enhances the self-directed learning, humanistic care, and core competencies of nursing students during their neonatal clinical rotations, offering a novel model for pediatric nursing education. Future research should include multicenter, large-sample, randomized controlled trials to further validate the effectiveness and scalability of this approach.
PMID:41293724 | PMC:PMC12640839 | DOI:10.3389/fmed.2025.1635264
