Journal of Clinical Medicine Research

Currently, the primary developmental direction of modern medicine is the biopsychosocial medical model, whereas the traditional biomedical model primarily analyzes physiological responses and biochemical parameters to treat diseases. In addition to this, biopsychosocial medicine places greater emphasis on considering the patient's perspective, focusing on their psychological state after illness onset, and selecting the most suitable and easily acceptable treatment regimen. Against this backdrop, the demands on clinical nursing have become more stringent. Correspondingly, nursing education in higher institutions must actively undergo reforms to cultivate more nursing professionals capable of adapting to the biopsychosocial medical model. In current nursing education at universities, the persistent disconnect between theory and practice, coupled with the prolonged clinical adaptation period for nursing students, has hindered the enhancement of their nursing competencies. This paper proposes the application of scenario-based teaching methodology to create highly realistic clinical work scenarios, transforming the classroom into a practice ground for students and overcoming current teaching challenges. This article analyzes the limitations of traditional nursing education in terms of skill internalization and humanistic integration, systematically outlines the design principles of situational teaching in nursing classrooms, and proposes a comprehensive application strategy spanning pre-class scenario construction, in-class interactive simulation, and post-class reflective review. The aim is to effectively enhance nursing students' clinical critical thinking, emergency response capabilities, and humanistic care competencies.