Contemporary Nursing

Objective To investigate the effectiveness of implementing a clinical pathway-based teaching model in pediatric nursing education for improving mentorship quality. Methods A total of 22 interns from the pediatric department who were interning at the hospital between June 2023 and December 2024 were randomly divided into an observation group (11 interns) and a control group (11 interns) using a random number table method. The observation group adopted the clinical pathway-based teaching model, while the control group followed traditional mentoring methods. Comparative analyses were conducted on internship assessment scores, teaching effectiveness, teaching quality, and mentorship satisfaction. Results Interns in the observation group demonstrated higher comprehensive assessment scores (P<0.05), stronger teaching effectiveness (e.g., logical thinking development), and better teaching quality (e.g., practical knowledge application) compared to the control group. Mentorship satisfaction rates were also significantly higher in the observation group (90.91%) than the control group (81.82%). Conclusion The clinical pathway-based teaching model effectively enhances the quality of pediatric nursing mentorship, yielding favorable outcomes.

Pediatric internal medicine; Teaching satisfaction; Teaching mode based on clinical pathway; Nursing teaching quality