Zeng Yan, Wang Shulin

Hainan Vocational University of Science and Technology

Abstract：

Emergency nursing constitutes a critical pillar of modern medical education, demanding high proficiency in clinical reasoning, rapid decision-making, and hands-on interventional agility. Conventional didactic paradigms often fall short in cultivating these dynamic competencies, leading to a disconnect between theoretical knowledge and clinical application. This paper investigates the pedagogical design and sequential implementation trajectory of the Sandwich teaching method within the Emergency Nursing curriculum. By interleaving independent inquiry with collaborative clinical discourse, this instructional model effectively dismantles the limitations of passive knowledge reception. The study delineates a structured instructional blueprint encompassing pre-class scenario distribution, multi-layered in-class collaborative learning, and post-class reflective consolidation. Furthermore, a comprehensive institutional implementation pathway is proposed, emphasizing faculty role transition, spatial environment reconfiguration, multidimensional formative evaluation integration, and technological platform utilization. Analysis indicates that this interleaved pedagogical framework significantly amplifies nursing students' critical thinking faculties, emergency response capabilities, and self-directed learning capacities. Ultimately, the Sandwich teaching method provides a robust theoretical and practical scaffolding for advancing educational reform in emergency nursing, aligning directly with contemporary demands for highly skilled, proactive healthcare professionals.

Key Words：

Sandwich teaching method; emergency nursing; pedagogical design; implementation pathway; nursing education reform; clinical reasoning