ObjectiveTo explore course content and teaching-learning strategies of advanced nursing practice in graduate nursing education, so as to provide reference for nursing schools to develop relevant courses.MethodsA teamof course teachers was set up, and the course was developed. The course was implemented in grade 2015 and 2016 graduate nursing students. The students’ perception and evaluation of course contents, teaching methods, teaching quality, curriculum value and course satisfaction were collected through questionnaires and interviews.ResultsA totalof 23 students were enrolled. The mean scores of teaching quality, curriculum value and course satisfaction were 93.48±1.01, 51.04±4.88, and 17.00±2.28, respectively. Students recognized the necessity and the importance of including the advanced nursing practice in each specialty in the course content, and hoped to add in practice sections.ConclusionsIt is advisable to include the advanced nursing practice in each specialty as well as the practice section, so as to strengthen the students’ concrete understanding of the advanced nursing practice. Seminar and discussion are the teaching methods with first priority.
Brain-computer interface (BCI) is a revolutionizing technology that disrupts traditional human-computer interaction by establishing direct communication and control between the brain and computer, bypassing the peripheral nervous and muscular systems. With the rapid advancement of BCI technology, growing application demands, and an increasing need for specialized BCI professionals, a new academic major—BCI major—has gradually emerged. However, few studies to date have discussed the interdisciplinary nature and training framework of this emerging major. To address this gap, this paper first introduced the application demands of BCI, including the demand for BCI technology in both medical and non-medical fields. The paper also described the interdisciplinary nature of the BCI major and the urgent need for specialized professionals in this field. Subsequently, a training program of the BCI major was presented, with careful consideration of the multidisciplinary nature of BCI research and development, along with recommendations for curriculum structure and credit distribution. Additionally, the facing challenges of the construction of the BCI major were analyzed, and suggested strategies for addressing these challenges were offered. Finally, the future of the BCI major was envisioned. It is hoped that this paper will provide valuable reference for the development and construction of the BCI major.