The Internal Logic and Construction Path of ''Learning-Doing-Teaching'' Integrated Model in NICU Evidence-Based Nursing Education

DOI: https://doi.org/10.62517/jmpe.202618303

Author(s)

Tong Zhang

Affiliation(s)

Maternal and Child Health Hospital of Gansu Province, Lanzhou, China

Abstract

Addressing the challenge of the "know-do gap" in evidence-based nursing education within the Neonatal Intensive Care Unit (NICU), this study integrates action learning theory, experiential learning cycle theory, and cognitive apprenticeship theory to construct an integrated "learning- doing-teaching" educational model. Driven by authentic clinical problems, the model follows a four-stage cyclic pathway "project initiation, inquiry and action, externalization and deliberation, integration and iteration" embedding learning within practical contexts. It guides nurses to engage in inquiry through "doing" and internalize knowledge through "teaching," providing a theoretical framework and actionable pathway for systematically cultivating evidence-based practice competencies among NICU nurses.

Keywords

Neonatal Intensive Care Unit; Nurses; Evidence-Based Practice; In-Service Education

References

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