ArticleFrontiers in medicine2026
Effects of a clinically led combined with "sandwich" teaching on professional performance, learning engagement, and core competencies among cardiac surgery ICU nurses.
Article in Frontiers in medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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4 authors.
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Abstract
Objective: To investigate the effects of a clinically led framework combined "sandwich" teaching on theoretical knowledge, clinical skills, learning engagement, and core competencies of Cardiac Surgery Intensive Care Unit (CSICU) nurses. Methods: This study was a single center quasi experimental study, using the sequential cohort allocation method. From November 2024 to April 2025, a total of 60 eligible nurses from the CSICU were included. Nurses who completed training from November 2024 to January 2025 received traditional teaching, whereas those who completed training from February to April 2025 received the combined teaching intervention. Both groups completed the same 3 month, 18 lesson course. Before and after the training, the theoretical knowledge, clinical skills, learning engagement, and core competencies of the two groups of nurses were evaluated and compared. Results: In the intervention group, theoretical knowledge, critical care nursing skills, and specialized technical skills all improved significantly after training ( Conclusion: The clinically led combined "sandwich" teaching model was associated with greater improvements in theoretical knowledge, clinical skill performance, and core competencies among CSICU nurses, its effect on overall learning engagement remains uncertain. This teaching model may serve as an effective educational strategy for CSICU nursing training in specialized surgical settings.
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