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ORIGINAL RESEARCH article

Front. Med.
Sec. Healthcare Professions Education
Volume 12 - 2025 | doi: 10.3389/fmed.2025.1505588
This article is part of the Research Topic Comprehensive Strategies for Public Health Education across Diverse Audiences and Settings to Control Nosocomial Infection View all 3 articles

Comparison of the Conceive-Design-Implement-Operate Model and Lecture-Based Learning in Teaching the "Healthcare-Associated Infections" Course

Provisionally accepted
Yu Chen Yu Chen 1*Rui Zhang Rui Zhang 2Zhenke Zhou Zhenke Zhou 2Min Hong Min Hong 1Zheng Huang Zheng Huang 1Heling Wen Heling Wen 1Lei Peng Lei Peng 1*
  • 1 Sichuan Academy of Medical Sciences and Sichuan Provincial People's Hospital, Chengdu, China
  • 2 The Affiliated Tumor Hospital of Chengdu Medical College, Chengdu, China

The final, formatted version of the article will be published soon.

    Background: Healthcare-associated infections (HAI) are infections acquired by patients during treatment in various healthcare institutions. These infections significantly increase morbidity, mortality, and healthcare costs. Enhancing HAI education for nurses can improve patient safety and medical quality. Aim: The study aimed to assess the effectiveness of the new conceive-design-implement-operate (CDIO) teaching model on nursing students' HAI learning outcomes and compare it with the traditional LBL model, providing valuable insights for future HAI education in nursing. Methods: A total of 110 nursing students were randomly assigned to one of two groups for HAI training during the 2022-2023 academic year: a group that engaged in the CDIO model and another that received traditional lecture-based learning (LBL). The effectiveness of these pedagogical approaches was evaluated by comparing pre- and post-training test scores, and we used the Course Experience Questionnaire (CEQ) to collect students' feedback on the course and teaching. Results: Compared to traditional LBL method, the CDIO model significantly improved the overall scores and practical application scores of nursing students in the HAI course, with these advantages still retained after 24 weeks. Additionally, preliminary results show that students in the CDIO model scored higher on CEQ categories such as good teaching, clear goals and standards, appropriate assessment, generic skills, and independence, but they also reported an increased workload. Conclusions: Our research is the first to apply the CDIO framework to nursing education in HAI courses, enhancing nursing students' practical application skills, particularly in the sustained retention in this area. Our study indicates that the CDIO teaching model has significant advantages in enhancing course experience and teaching effectiveness.

    Keywords: Healthcare-associated infections, Conceive-Design-Implement-Operate model, Lecture-Based Learning, nursing student, Teaching model

    Received: 09 Oct 2024; Accepted: 07 Jan 2025.

    Copyright: © 2025 Chen, Zhang, Zhou, Hong, Huang, Wen and Peng. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence:
    Yu Chen, Sichuan Academy of Medical Sciences and Sichuan Provincial People's Hospital, Chengdu, China
    Lei Peng, Sichuan Academy of Medical Sciences and Sichuan Provincial People's Hospital, Chengdu, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.