Wang Shulin, Ye Kangshan

Hainan Vocational University of Science and Technology

Abstract：

Emergency care education demands a paradigm shift from passive learning to dynamic, competency-based instructional models to prepare nursing professionals for high-intensity, unpredictable clinical environments. Scenario simulation stands out as an effective pedagogy; however, its traditional implementation often suffers from uneven student participation and fragmented cognitive assimilation. This study proposes a novel theoretical framework that integrates the Sandwich teaching method into emergency care scenario simulation to systematically cultivate core professional competencies, including clinical decision-making, critical thinking, crisis resource management, and emotional resilience. By leveraging the structured alternating sequence of the Sandwich method—encompassing brief teacher instruction, group collaborative preparation, simulated implementation, cross-group peer learning, and collective debriefing—the integrated design fosters active cognitive construction. The paper delineates the theoretical design, curriculum mapping, and phase-by-phase implementation protocol of this pedagogical innovation. Furthermore, the conceptual benefits of mitigating cognitive overload and enhancing self-efficacy in emergency scenarios are discussed. This study provides an actionable, highly participatory curriculum pathway for modern emergency nursing education.

Key Words：

emergency care; scenario simulation; Sandwich teaching method; core competency; nursing education