Human anatomy curriculum reform for undergraduate nursing students: An exploratory study

Abstract

This study aims to cultivate students' independent learning capacity, promote the interdisciplinary integration of “nursing + anatomy,” and establish a curriculum system to enhance applied nursing abilities based on project‐based teaching reform of everyday clinical nursing operations. A total of 151 second‐year (class of 2021) undergraduate nursing students at a Chinese university were selected for this study. By adjusting the curriculum, reconstructing the teaching contents, employing the “hybrid + flip” teaching method based on BOPPPS (bridge‐in, outcomes, preassessment, participatory learning, post‐evaluation, summary), and implementing a teaching system based on the “three re‐three linkage,” a Human Anatomy curriculum with a focus on basic anatomical knowledge was developed and connected with nursing clinical operation practice. The restructuring of the course content received unanimous recognition from both the teaching staff and the students. Notably, students in the class of 2021 achieved significantly higher grades than did students in the class of 2020, who received traditional face‐to‐face instruction (p < 0.01). These results indicate enhanced clinical application skills among the former group of students. following the implementation of instructional reforms during one semester, students exhibited notable improvements in motivation, program implementation, self‐management, and interpersonal communication. A statistically significant increase in overall scores for self‐directed learning capacities over the preinstructional period was observed (p < 0.05). Furthermore, the findings of the student satisfaction surveys reflected highly favorable perceptions of the enriched instructional format, high levels of course engagement, frequent faculty–student interactions, and augmented overall competence. The practical implementation of the reform in the context of a Human Anatomy course for undergraduate nursing students led to significant positive outcomes, thereby enhancing the effectiveness of teaching and learning. Students' clinical application abilities and self‐directed learning capacities notably improved, while overall satisfaction with the course remained high.