Priorities were attached to the requirements of biomedical knowledge for Chinese nursing students in the cognitive domain than humanities, psychological and social knowledge.
在情感领域的教学目标方面，中国大学比较单一，教学目标与生物、心理、社会医学模式下开展护理实践活动的需求有一定差距。
Priorities were attached to the requirements of biomedical knowledge for Chinese nursing students in the cognitive domain than humanities, psychological and social knowledge.
在情感领域的教学目标方面，中国大学比较单一，教学目标与生物、心理、社会医学模式下开展护理实践活动的需求有一定差距。
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