Objective To explore the application of objective structured clinical examination ( OSCE) in the ‘Adult Surgical Nursing’ practical teaching. Methods OSCE testing approaches were designed from September 2014 to January 2015. A total of 52 students in Grade 2013 were tested in practical teaching of‘Adult Surgical Nursing’ using OSCE, which included comprehensive knowledge, trauma nursing, preoperative preparation, operation members′preparation, operation cooperation, professional nursing procedures and judging ability of pictures and videos. The questionnaire surveys and test results analyzation were performed after the test. Results Qualification rate of OSCE test was 100%. Trauma nursing had the lowest score (73.19±4.27) and comprehensive knowledge had the highest score (83.77±4.41). The average index of difficulty and confidence were 0.63-0. 78 and 0. 66-0. 72. According to questionnaire surveys, 96. 2% of nursing students thought the OSCE needed to be promoted, 69.2% of nursing students felt tired during the test and 38.5% of nursing students considered that the localization of test affected students′performance and the time controlling and place selection needed to be improved.Conclusions OSCE has good confidence and could truly report practical skills and comprehensive knowledge of nursing students. Nurses are stratified to the test. It could be optimized and promoted in the ‘Adult Surgical Nursing’ practical teaching.

Objective? To explore the effects of "prehospital-emergency department-intensive care unit (ICU)" scene simulation teaching on first-aid thinking skills among nursing students. Methods? We selected nursing students from two classes enrolled in 2016, in Suzhou Vocational Health College Nursing School as subjects by convenience sampling. All of the students were divided into experimental group (n=109) and control group (n=99) according to classes. Nursing students of control group adopted the traditional teaching model of case discussion, while nursing students of experimental group were taught with the "prehospital-emergency department-ICU" scene simulation teaching model. After class, the self-designed first-aid thinking skills questionnaire was used to assess nursing students between two groups. Results? After implementation, the first-aid thinking skills of experimental group was better than that of control group with statistical difference (P＜0.05). Conclusions? The application of "prehospital-emergency department-ICU" scene simulation teaching in emergency and critical care nursing education helps to cultivate the first-aid thinking skills for nursing students.