Wang Shulin, Li Ziling

Hainan Vocational University of Science and Technology

Abstract：

The discipline of emergency nursing necessitates rapid clinical judgment, profound psychological resilience, and sophisticated practical dexterity. Traditional lecture-based learning (LBL) modalities frequently bifurcate theoretical knowledge from clinical application, resulting in systemic deficiencies in students' multidimensional core competencies. Objective This paper explores the theoretical mechanisms and pedagogical application of the Sandwich teaching method in emergency nursing practical training, evaluating its conceptual efficacy through the lens of core competency enhancement. Method By employing a structural-functional analysis of contemporary pedagogical paradigms, this study conceptualizes the integration of the Sandwich method—a cyclical "theory-practice-theory" instructional framework—into the emergency nursing curriculum. The research constructs a theoretical matrix correlating the operational phases of the Sandwich method with the multidimensional domains of the Registered Nurse Core Competency framework. Result Theoretical analysis indicates that the Sandwich method deconstructs passive learning environments. Through iterative phases of initial case orientation, intragroup cognitive mapping, cross-functional simulation, reflective peer reporting, and expert synthesis, the methodology theoretically mitigates cognitive overload while scaffolding critical thinking. The transition from didactic instruction to peer-assisted cross-learning creates a micro-clinical ecosystem that nurtures leadership, interpersonal communication, and clinical reasoning. Conclusion As a transformative pedagogical strategy, the Sandwich teaching method bridges the epistemological chasm between theoretical ingestion and clinical execution. By systematically embedding core competency cultivation within its interactive architecture, it offers a robust theoretical and practical framework for advancing emergency nursing education in high-stakes clinical disciplines.

Key Words：

Sandwich teaching method; emergency nursing; core competency; pedagogical framework; constructivist learning; nursing education