摘要
目的探讨融合以病例为基础的学习(case based learning,CBL)教学模式的课程思政对本科实习护生职业认同、职业自我效能及人文执业能力的影响,以推动思政教育与临床护理教育的有效融合,提升本科实习护生的专业素养,促进护生个人职业和护理行业的发展。方法选取2023年8月在医院实习的本科护生141人作为研究对象,按照组间基线资料均衡可比的原则将其分为对照组71人和观察组70人。对照组予以常规临床实习教学形式和方法,按照护理部统一安排进行每月病房轮转实习。观察组在对照组的基础上实施10次融合CBL教学模式的内科护理课程思政教学培训,每次培训后现场反馈教学效果。对两组实习护生的职业认同、职业自我效能、人文执业能力、教学效果满意度进行评价。结果干预后,观察组护生临床教学满意度高于对照组,差异具有统计学意义(P<0.05);观察组护生职业认同总得分、职业自我效能总得分、人文执业能力总得分均高于对照组,差异有统计学意义(P<0.05)。结论临床教学中采用融合CBL的课程思政教学方式,可提高即将步入社会的本科护生的职业认同、职业自我效能和人文执业能力;提高护生对临床教学的满意度。
Objective To explore the effects of curriculum civics base on the case based learning(CBL)teaching model on the professional identity,self-efficacy and humanistic practice ability of undergraduate intern nursing students,to promote the effective integration of civic education and clinical nursing education,to enhance the professionalism of undergraduate intern nursing students,and to promote their individual careers and the nursing industry development.Methods To select 141 undergraduate intern nursing students in the hospital in August 2023 as the study subjects,and divided into 71 in the control group and 70 in the observation group according to the principle of balanced and comparable baseline data between the groups.The control group was given the conventional clinical practice teaching forms and methods,and carried out monthly ward rotations in accordance with the unified arrangement of the nursing department.In the observation group,10 times of CBL teaching mode integration of internal medicine nursing course ideological teaching training was implemented on the basis of the control group,and the teaching effect was feed back after each training.The professional identity,professional self-efficacy,humanistic practice ability,and satisfaction with the teaching effect were evaluated.Results After the intervention,the clinical teaching satisfaction of nursing students in the observation group was higher than that of the control group,and the difference was statistically significant(P<0.05);the total scores of professional identity,professional self-efficacy,and humanistic practice competence of nursing students in the observation group were higher than those of the control group,and the difference was statistically significant(P<0.05).Conclusion The application of curricnlum civis teaching method combined with CBL in clinical teaching can improve the professional identity,professional self-efficacy and humanistic practice ability of undergraduate nursing students who are about to enter the society,improve the satisfaction of nursing students with clinical teaching.
作者
周雯
张艳
黄金
孙翠芳
郑晓婷
彭杰文
ZHOU Wen;ZHANG Yan;HUANG Jin;SUN Cuifang;ZHENG Xiaoting;PENG Jiewen(The Second Xiangya Hospital of Central South University,Changsha 410011,China)
出处
《护理实践与研究》
2025年第6期798-803,共6页
Nursing Practice and Research
基金
湖南省哲学社会科学基金一般项目(编号:22YBA018)
中南大学研究生教育教学改革研究项目(编号:2024JGB097)。
关键词
以病例为基础的学习
课程思政
护生
职业认同
自我效能
人文执业能力
Case based learning
Curriculum civics
Nursing students
Professional identity
Self-efficacy
Humanistic practice competence
