Emergency medicine has evolved into a critical component of modern medicine and health care. It represents a region's or country's scientific degree of clinical medicine and its capacity for comprehensive management. This article examines 90 nursing students and classifies them into traditional and improvement groups based on their teaching techniques. The regular group manages clinical teaching in the usual manner; the improvement group manages clinical teaching using the problem-oriented continuous improvement teaching approach. The enhanced group scored much better on professional operation and comprehensive competence than the traditional group, and the gap between the two groups was considerable. The reform of the emergency teaching mode stimulated nursing students' active learning and excitement for teaching, nurtured the quality of nimble, competent, and steady nursing students, who learned first aid skills and a unique talent for reflection and accomplished the teaching objectives. Simultaneously, instructors' theory, skills, awareness of teaching, and degree of teaching have been enhanced, and clinical nursing practice has been fostered. Assume that the continuous improvement approach is implemented to nursing education in the emergency department in place of the standard teaching paradigm. In such instance, it may significantly increase the quality of emergency teaching and the interns' happiness with their teaching instructors, which has a wide range of use in hospital clinical teaching management.

Xiaohong Jin. Application of Continuous Improvement Teaching Mode on Clinical Teaching of Emergency Nursing. Frontiers in Medical Science Research (2022) Vol. 4, Issue 2: 1-6. https://doi.org/10.25236/FMSR.2022.040201.

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