Nursing model linked to improved critical thinking

A study published in BMC Nursing reports that integrating a specific educational framework into geriatric nursing curricula is associated with significant improvements in students’ critical thinking, problem-solving, and humanistic care abilities. The research, conducted in Shanghai, China, utilized a single-group pre-post design to evaluate the impact of the “Post-Curriculum-Competition-Certification” model on 219 nursing sophomore students. The findings suggest that this integrated approach may serve as a practical reference for addressing the growing demand for high-quality geriatric nursing professionals in the context of an aging population.

The background for this study highlights the intensification of the aging process, which has created a serious shortage of elderly care service personnel. There is an urgent need to cultivate highly qualified and skilled geriatric care professionals to meet this demand. Vocational nursing students are identified as a vital reserve of future professionals in this field. Consequently, it is of significant practical importance for nursing educators to explore educational models that enhance the comprehensive abilities of these students, ensuring they are prepared for the complexities of geriatric care.

The primary objective of the study was to explore the integration of the “Post-Curriculum-Competition-Certification” model into the geriatric nursing curriculum. The researchers specifically investigated whether this approach was associated with changes in three key competencies: critical thinking ability, problem-solving ability, and humanistic care ability.

The study enrolled a total of 219 nursing sophomore students who were part of a three-year education program in the Department of Nursing at a college in Shanghai, China. Data collection relied on a structured questionnaire divided into four distinct sections. These sections included general information, the critical thinking disposition inventory, the social problem-solving inventory revised, and the humanistic care ability evaluation scale.

The research adopted a single-group pre-post design without a control group. This methodological choice means that the same group of students was assessed before and after the implementation of the integrated teaching model. To analyze the data, the researchers used a paired t-test to compare pre-test and post-test scores for the three targeted abilities. The statistical analysis was performed using SPSS version 21.0. This design allows for the observation of changes within the same cohort over time, although it lacks the comparative baseline provided by a control group.

Following the implementation of the integrated teaching model, the study reported high levels of student engagement. The participation rate of the 219 students in online platform learning reached over 95%. Additionally, the participation rate in scenario simulation and practice was 100%, and the completion rate of daily homework was also 100%.

The post-test scores for all three measured abilities were significantly higher than the pre-test scores. For critical thinking ability, the paired t-test yielded a t-value of 2.319 with a P-value of 0.021. Problem-solving ability showed a more pronounced difference, with a t-value of 9.491 and a P-value of less than 0.001. Similarly, humanistic care ability demonstrated a significant increase, with a t-value of 5.740 and a P-value of less than 0.001.

The authors conclude that the integration of the “Post-Curriculum-Competition-Certification” model in the geriatric nursing curriculum was associated with positive changes in nursing students’ critical thinking, problem-solving, and humanistic care abilities. They describe these findings as preliminary, suggesting that the integrated teaching model may be a useful educational approach. The study posits that this model may provide a practical reference for addressing the challenges posed by population aging and for cultivating high-quality geriatric nursing professionals.

It is important to note the limitations inherent in the study design. The use of a single-group pre-post design without a control group means that the observed improvements cannot be definitively attributed to the educational model alone.

Subject of Research: Integration of Post-Curriculum-Competition-Certification model in geriatric nursing education

Article Title: Integrating “Post-Curriculum-Competition-Certification” into geriatric nursing education

Article References: Huang, L., Ruan, T., Qiu, Z., Li, X., Li, R., Wang, W., & Xu, J. (2026). Integrating “Post-Curriculum-Competition-Certification” into geriatric nursing education. BMC Nursing. https://doi.org/10.1186/s12912-026-05607-7

Image Credits: AI Generated

DOI: 10.1186/s12912-026-05607-7

Keywords: geriatric nursing, nursing education, critical thinking, problem-solving, humanistic care, educational model, Shanghai, BMC Nursing, aging population, vocational training, Integrating, Post-Curriculum-Competition-Certification