How to Bridge the Gap Between Classroom and Clinical Practice? The Application of the Synchronous Teaching Model and Simulation Teaching in the Practical Education of the Health Assessment Course

Objectives: To evaluate the effect of the synchronous teaching model of lab teaching and clinical practice, simulation teaching in the practical teaching of the Health Assessment Course. Methods: A total of 71 senior baccalaureate nursing students were selected for this study at a university via convenience sampling from September 2022 to February 2024.The health assessment practice teaching utilized a synchronous teaching model that incorporated lab teaching, clinical practice, and simulation teaching. Bedside consultation, Objective Structured Clinical Examination (OSCE), and self-designed questionnaires were used to evaluate the teaching effect. The health assessment practice teaching utilized a synchronous teaching model that incorporated lab teaching, clinical practice, and simulation teaching. Bedside consultation, Objective Structured Clinical Examination (OSCE), and self-designed questionnaires were used to evaluate the teaching effect. Results: The examination score for health history collection was 19.17±0.96, and the score for the OSCE exam was 91.22±5.24. There were 80.28% of the students believed that health history collection by using standardized patients (SP) could be helpful to improve their critical thinking ability, 91.55% of undergraduates thought that the synchronous teaching mode of lab teaching and clinical practice increased the level of challenge, 85.92% of students believed that case discussion is conducive to the comprehensive application of multidisciplinary knowledge and 85.92% of undergraduates reported that the OSCE exam could effectively examine their clinical thinking ability. Conclusion: The synchronous teaching model of lab teaching and clinical practice and simulation teaching increase the difficulty, depth, and challenge of health assessment practice teaching, and realize the deep integration of health assessment knowledge, skills, and clinical thinking.