Abstract: Objective: To evaluate the application of 6 W (what, where, when, who, why and how) theory combined with scenario-based teaching on diagnosis and treatment of procedure-associated complications of cardiovascular diseases. Methods: A total of 58 newly-recruited (about two years) nurses were divided randomly into two groups with 29 students of each group: study group and control group. Students in the study group were trained by 6 W theory combined with scenario-based teaching and those in control group received traditional teaching. The capability of students for diagnosing and treating procedure-associated complications was assessed at the end of teaching and 3 months afterwards, and the differen-ces between the 2 groups were compared. Results: The scores for acquisition and assimilation of cognitive knowledge were significantly higher in the study group than those of the control group (90.2±2.1 vs. 82.3±2.3, P<0.05), and so was the assessment of operating skills (98.2±4.2 vs. 92.6±3.3, P<0.05) at the end of teaching. Moreover, three months after the end of teaching, scores of theoretical examination and practical performance were also remarkably higher in the study group than in control group（84.4±3.2 vs. 74.1±2.3, P<0.05; 95.5±3.2 vs. 88.6±5.4, P<0.05). Conclusions: The teaching program based on 6 W theory combined with scenario-based training is proved to be more effective than the traditional method for the acquisition of cognitive diagnostic knowledge as well as the practical performance both in short and long term.

Key words: Clinical education, 6 W theory, Scenario-based training, Procedure associated complication