Objective: To explore the effect of case-based teaching combined with graduate teaching assistants in Fundamental Nursing Skills Practicum. Methods: A quasi-experimental design was adopted, with 37 undergraduate nursing students from the class of 2022 assigned to the intervention group and 39 from the class of 2021 assigned to the control group. The control group received traditional experimental teaching, while the intervention group underwent case-based teaching combined with graduate teaching assistants. Results: After the teaching reform, the intervention group demonstrated significantly higher scores than the control group in midterm and final individual operational assessment score, final comprehensive assessments, and critical thinking ability (P < 0.05). Over 72.34% of the students in the intervention group held a positive attitude toward the teaching reform. Conclusions: Case-based teaching combined with graduate teaching assistants in Fundamental Nursing Skills Practicum can effectively improve the nursing undergraduates’ operational skills, critical thinking ability, teamwork, and overall competence, thereby providing a valuable reference for practical courses conducted in large-class settings in other disciplines.
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