Construction and Application of a Dual-qualified Faculty Training Content System Based on the COMET Competency Model under the Background of “New Medical Education”

Mengling Gu, Xinzhu Peng, Yue Zhang, Shidan Tang, Fang Yang, Fan Jiang, Ting Shen, Jun Fang

Show Less

¹ Department of Critical Care Medicine, Deyang People’s Hospital, Deyang 618000, Sichuan, China,

² Infectious Disease, Deyang People’s Hospital, Deyang 618000, Sichuan, China,

³ Nursing Department, Deyang People’s Hospital, Deyang 618000, Sichuan, China,

JCNR 2026 , 10(5), 173–178; https://doi.org/10.26689/jcnr.v10i5.15228

© 2026 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )

Abstract

Objective: To explore the construction of a “double-qualified” clinical nursing faculty training system based on the COMET (Competence Measurement) model under the “New Medical Science” background, and to evaluate its application effects on enhancing core teaching competence. Methods: Literature analysis and semi-structured interviews were conducted to identify preliminary training needs. A training system was subsequently developed using two rounds of Delphi expert consultations involving 15 experts. From January to December 2025, a specialized training program based on the COMET model was implemented among 110 clinical teaching supervisors and assistant supervisors in our hospital. The effects were evaluated using the Clinical Nursing Teacher Core Competence Scale and the Learning Satisfaction Scale. Results: After training, the total core teaching competence score of the faculty increased significantly from (60.84 ± 5.12) to (88.56 ± 3.45) (p < 0.001) The total learning satisfaction score of the participants rose from (85.56 ± 7.23) to (95.31 ± 5.64) (p < 0.001). Differences in scores across all dimensions were statistically significant (all p < 0.05). Conclusion: The “double-qualified” faculty training content system based on the COMET model is scientific and effective. It significantly enhances the core competence of clinical nursing teachers and learner satisfaction, providing a standardized and practical reference for faculty development under the “New Medical Science” paradigm.

References

Yan H, 2023, An Exploratory Study on the Core Competence of Undergraduate Nursing Professionals in the Context of New Medicine Based on Healthy China, thesis, Nanchang University.

Ma J, 2025, Pathways for Improving Public Health Literacy of Medical Students in the Context of New Medicine. Chinese Journal of School Health, 46(12): 1827–1828.

Tan F, Mei B, Li L, et al., 2020, Modern Medical Development 4.0: The Impact and Implications of the Industrial Revolution on Medical Development. Science China: Life Sciences, 55(7): 1464–1475.

Hu S, 2026, Some Thoughts on Formulating the 15th Five-Year Plan for Health and Wellness Development. Health Economics Research, 43(1): 1–7.

Liu D, Feng S, Gao J, 2025, Research on the Professional Ability Development Path of “Dual-Type” Teachers in Applied Colleges and Universities. Heilongjiang Researches on Higher Education, 2025(10): 128–136.

Li M, Xu H, 2017, Research on Nursing Vocational Education in the United States. Modern Vocational Education, 2017(3): 18–19.

Wang X, 2018, The Current Situation of Nursing in German Vocational Education and Its Implications for the Reform of On-site Teaching. Chinese Nursing Research, 32(20): 3301–3303.

Lu X, Shi Y, 2017, The Development Trends and Implications of Teacher Team Building in Japan’s Vocational Education. Educational Teaching Forum, 2017(27): 33–34.

Huang R, Liu J, 2006, Reform and Development of Vocational Education in Denmark. Vocational Education Forum, 2006(19): 58–61.

Kjersdam E, 1995, The Forming and Development of the Vocational Education in Denmark. Aalborg: Aalborg University Press, 35–82.

He X, Xiao R, Zeng D, 2023, Research on the Construction of Professional Standards for “Dual-Qualified” Teachers in Vocational Colleges Based on COMET Competency Model. Adult Education, 43(8): 79–85.

Zhao Z, Gao F, 2022, Theory and Practice of Comprehensive Vocational Ability Assessment (COMET). Chinese Vocational and Technical Education, 2022(8): 5–11.

Rauner F, 2009, Messen Berufficher Kompetenzen. Munster: LIT.

Pan H, Xu H, Yang H, 2026, The Connotation, Composition and Optimization Path of Talent Matching Mechanism in Vocational Education. Chinese Vocational and Technical Education, 2026(2): 58–66 + 78.

Liu C, Wang X, 2024, From “Doing Things” to “Doing Things Well”: Reflections and Prospects on Technology-Based Vocational Competence Assessment. Vocational Education Forum, 40(10): 106–113.

Ursel H, 2015, Me Siento Bien en Mi Centro de Formacion—I Feel Good at My Training Institution: Results of an International Competence Assessment in Nursing. In Architectures for Apprenticeship—Achieving Economic and Social Goals, 100–104.

Han J, Zhang X, Shen X, et al., 2022, Analysis of Factors Influencing the Competency of Clinical Nursing Teachers. Chinese Journal of Occupational Medicine, 49(2): 176–179.

Previous article in this issue

Next article in this issue