Professional-Oriented Methodology for Teaching Chemistry in a Medical College for Nursing Students

Abstract

              The modernization of vocational medical education requires a shift from content-based instruction to competence-oriented professional training. Chemistry, as a foundational discipline in medical colleges, often remains theoretical and detached from nursing practice, which reduces students’ motivation and limits professional application. This study proposes a professional-oriented methodology for teaching chemistry to nursing students in medical colleges, integrating clinical context, case-based learning, simulation, and interdisciplinary alignment with medical subjects.

              The purpose of the research is to develop and justify an instructional model that contextualizes chemical knowledge within nursing practice and enhances professional competence formation. The methodology is based on contextual learning theory, competency-based education, and interdisciplinary integration principles. A quasi-experimental design was implemented with first-year nursing students in a medical college. Quantitative and qualitative data were collected through diagnostic testing, surveys, and performance-based assessments.

               The findings demonstrate that professionally contextualized chemistry instruction significantly improves students’ conceptual understanding, motivation, and ability to apply chemical knowledge in clinical scenarios. Students exposed to the proposed model showed higher levels of professional reasoning, pharmacological comprehension, and analytical thinking compared to those in traditional instruction.

               The study concludes that integrating professional nursing tasks into chemistry teaching enhances vocational relevance and strengthens interdisciplinary connections between chemistry and medical sciences. The model can be recommended for implementation in medical colleges aiming to improve the quality of nursing education.