Exploration and Practice of the “Modular Challenge-Based” Teaching Model in Pediatric Internship Nursing Education: Taking Pediatric Fever-Induced Seizures as an Example

Abstract

To investigate the effectiveness of the “modular challenge-based” model in pediatric nursing internships for febrile seizures, nursing students undergoing pediatric internships at Deyang People's Hospital, Sichuan Province, China, were selected as subjects from July 2024 to July 2025. Using a random number table, they were divided into a control group and an experimental group, each comprising 37 interns. The control group received traditional nursing education on pediatric febrile seizures, while the experimental group received teaching using the “modular challenge-based” model for pediatric febrile seizures. The effectiveness of the two teaching approaches was compared and results showed that the experimental group's scores on the Self-Directed Learning Ability Evaluation Scale, the experimental group's scores on the Clinical Decision-Making Nursing Skills Assessment (CDMNS), the experimental group's teaching satisfaction scores, and the experimental group's theoretical examination scores at the end of the rotation were all significantly higher than the control group's (P < 0.05). Therefore, conclusions could be drawn as the “modular challenge-based” model could effectively enhance nursing students' self-directed learning abilities when studying pediatric febrile seizures. It improves clinical decision-making skills and teaching satisfaction while deepening theoretical knowledge mastery, making it worthy of clinical implementation in a larger scale and a deeper realm.