It is proposed that standardized selection and training of mentors, the establishment of a comprehensive practical teaching system, enhanced protection of interns’ rights and safety, implementation of humanistic care and psychological support, and the creation of a university-hospital collaborative management mechanism should be adopted to standardize nursing education and precisely align with clinical needs.
Abstract
Nursing internship serves as a pivotal link between nursing education and clinical practice, functioning as a key platform for cultivating applied nursing professionals. The university-hospital collaboration model integrates the resource advantages of both academic institutions and medical institutions, promoting the deep integration of theoretical knowledge and clinical skills, thereby significantly enhancing the practical abilities and professional competitiveness of nursing undergraduates. Although this model has achieved positive results in expanding practical opportunities, deepening resource sharing, and strengthening professional competence cultivation, it still faces prominent issues such as uneven mentor qualifications, inadequate pre-service training systems, incomplete internship management mechanisms, insufficient student rights protection, and weakened practical education functions. This paper proposes that standardized selection and training of mentors, the establishment of a comprehensive practical teaching system, enhanced protection of interns’ rights and safety, implementation of humanistic care and psychological support, and the creation of a university-hospital collaborative management mechanism should be adopted to standardize nursing education and precisely align with clinical needs. The optimized university-hospital collaboration model can effectively improve the quality of nursing talent cultivation, stabilize the nursing workforce, adapt to the demands of public health services, promote professionalization and high-quality development in nursing, and provide solid talent support for the implementation of the Healthy China strategy.
Background: Post-basic nursing education is crucial for enhancing clinical competencies. Despite its longstanding implementation in Malaysia and globally, uncertainty remains whether post-basic nursing should be conceptualized as specialisation (pengkhususan) or specialty (kepakaran). This conceptual ambiguity contribu...
M. S. Nurumal, M. C. Che Hasan, T. S. Jamaludin· INTERNATIONAL JOURNAL OF CAR...· 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,...
Wen-Juan Ji, Jia-Ning Pan, Qinjun Jiang et al.· International Journal of New...· 0 citations
Although HEIs generally meet minimum regulatory requirements, there is uneven implementation of recruitment and retention strategies, weak consensus on development and innovation priorities, and persistent structural challenges such as non-competitive compensation, limited graduate-prepared faculty, and high turnover i...
Jennifer Crue, Rowena Cuevillas· JPAIR Institutional Research· 0 citations
The Healthy China strategy and the development of the Hainan Free Trade Port have created growing demand for highly skilled nursing and health professionals with clinical competence, technological proficiency, research literacy, and interdisciplinary service capabilities. This study examines the cultivation of vocation...
Shu-Guang Jin, Hong-Di Zhao, Lu-Yan Gu et al.· International Educational Re...· 0 citations
Nowadays, sociodemographic, environmental, scientific and technological developments in the field of health cause significant changesin the duties, responsibilities and roles of nurses. In this situation, ‘how nursing students put into practice’ rather than ‘what they know’gains importance, and they should have basic p...
Emine Şenyuva, Yağmur Şen· Journal of Higher Education...· 0 citations
MNS students grasp partial APN core competencies and prefer clinical specialization but lack sufficient understanding of coaching-consultation, ethical decision-making and evidence-based practice, so curriculum optimization using Gibbs's reflective cycle and improved cross-curriculum assessment can remedy deficits.
Jian-Bin Lin, Jin-Cheng Zhang, Meng-Meng Fan et al.· International Nursing Review· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.