Abstract: Objective To explore the methods and effect of implementing a new teaching innovation system of “Dual-drive Approach of Theory and Practice Combined with Triple Linkage of Theoretical, Practical and Social Class” in the course of Emergency and Critical Care Nursing. Methods Among 40 nursing undergraduates in grade 2020, a teaching reform called " Dual-drive Approach of Theory and Practice Combined with Triple Linkage of Theoretical, Practical and Social Class” was implemented in the course of Emergency and Critical Care Nursing. The teaching content was reconstructed through modularization of “Dual-drive Approach of Theory and Practice” and the teaching process was implemented in a multi-dimensional manner of “Triple Linkage of Theoretical, Practical and Social Class”. By analyzing students' course grades and surveying their evaluation and satisfaction with the course reform, the teaching effectiveness can be determined. Results The course score of the students in grade 2020 was 87.85±2.98, which was higher than that 82.44±6.21 of the students in grade 2019 before the reform and the difference was statistically significant (t=5.023, P<0.001). In the evaluation of teaching effectiveness, students' self-assessment of clinical practice ability, research and innovation ability, critical thinking ability, etc. have shown improvement. The overall satisfaction rate with the course was 92%. Conclusion The implementation teaching reform called “Dual-drive Approach of Theory and Practice Combined with Triple Linkage of Theoretical, Practical and Social Class” in the course of Emergency and Critical Care Nursing has greatly improved the teaching effectiveness.

Key words: Emergency and Critical Care Nursing, nursing, education, teaching innovation