Abstract: Objective: This study investigates the effectiveness of humanistic practice competency training based on the Kirkpatrick
Model for nursing students. Methods: A randomized controlled trial was conducted, dividing 110 nursing trainees into a control group
and an experimental group, with 55 trainees in each group. The experimental group received 52 hours of systematic humanistic practice
competency training of "theory-simulation-practice", while the control group only participated in regular internships. The evaluation
framework was based on the four levels of the Kirkpatrick model (reaction, learning, behavior, and results), and the assessment was con⁃
ducted respectively at four time points: pre-training (T0), post-training (T1), 3-month post-training (T2), and 6-month post-training
(T3). Results: At T1, the satisfaction rate, theoretical test scores and communication scores of the Objective Structured Clinical Exami⁃
nation in the experimental group were significantly higher than those in the control group (P<0.001). At T2, the clinical humanistic be⁃
havior scores and patient satisfaction of the experimental group were significantly higher than those of the control group (P<0.001). At
T3, the self-assessment of professional identity and humanistic practice competency in the experimental group also significantly im⁃
proved (P<0.001), with an effect size d>1.4. Conclusion: The Kirkpatrick Model-based humanistic practice competency training can
effectively enhance the humanistic practice competency and professional identity of nursing students, demonstrating significant shortto
medium-term intervention effects. Therefore, it is recommended to incorporate it into the nursing education curriculum system.

Key words: Kirkpatrick Model, nursing education, humanistic practice competency, randomized controlled trial, professional identity