Objective: To explore the effect of dual-cycle teaching model integrating in-class and extracurricular activities in Maternal and Newborn Health Nursing. Methods: A quasi-experimental design was adopted. 38 undergraduate nursing students from the class of 2022 were assigned to the intervention group and underwent teaching reforms implementing the “dual-cycle teaching model integrating in-class and extracurricular activities”, while the control group consisted of 41 students from the Class of 2021, received traditional teaching. Results: Students in the intervention group achieved a significantly higher course score (91.74 ± 6.542) compared with the control group (85.78 ± 5.470), with a statistically significant difference (t = 4.402, P < 0.001). Meanwhile, students in the intervention group showed improvement in self-directed learning competence and clinical communication competence. 94.74% of the students in the intervention group held a positive attitude toward the teaching reform. Conclusions: The application of the “dual-cycle teaching model integrating in-class and extracurricular activities” in maternal and newborn health nursing serves to enhance knowledge application, self-directed learning and clinical communication competencies among nursing undergraduates, thereby improving overall teaching outcomes.
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