Ye Kangshan

Hainan Vocational University of Science and Technology

Abstract：

Surgical Nursing is a core, highly practical, and clinically complex course in nursing education. Traditional pedagogical methods often prioritize didactic lectures, which may compromise students' clinical reasoning, diagnostic capabilities, and emergency decision-making. To bridge the gap between classroom theory and clinical application, this paper explores the systematic reform of the Surgical Nursing teaching model based on Case-Based Learning (CBL). Grounded in constructivist epistemology and cognitive load theory, this study designs a structured reform framework encompassing progressive clinical case development, curriculum re-engineering, and role-reassignment. The implementation phase details a three-stage pedagogical cycle: pre-class cognitive scaffolding, in-class dialectical discussion, and post-class reflective synthesis. A comprehensive theoretical analysis reveals that the CBL model significantly enhances nursing students' critical thinking, professional empathy, and self-directed clinical judgment compared to conventional lecture-based approaches. This paper discusses potential institutional challenges, such as faculty adaptation and resource allocation, and proposes strategies for sustainable development, thereby offering conceptual insights for the ongoing modernization of professional nursing curricula.

Key Words：

surgical nursing; Case-Based Learning (CBL); pedagogical reform; critical thinking; nursing education