摘要
目的 了解护理师生对“五育并举”人文素质教育方案的认知和实践体验。方法于2025年2月—3月,对参与人文素质教育方案的12名护理本科生和7名导师进行半结构式访谈,采用内容分析法对访谈资料进行编码分析。结果 提炼出3个主题和12个亚主题,包括师生对“五育并举”内涵的认知与价值认同(德育是护理人文的灵魂与底线,智育是临床思维与跨学科能力的支撑,体育是职业韧性的基础,美育是情感表达与职业温度的载体,劳育是责任与奉献的试金石);教育活动中的关键体验与情感触发(德育——在榜样示范中实现价值内化与代际传递,智育——在跨学科视野中升华职业认同,体育与劳育——在实践中锤炼职业韧性,美育——在关怀互动中感知与表达职业温度,同伴影响——“五育”实践中的群体社会化过程);师生对“五育并举”人文素质教育未来的展望(学生期待更自主、更个性化、更智能的人文素质教育,教师呼吁建立更科学、可持续的制度保障与评价体系)。结论 护理专业师生对“五育并举”在人文素质教育中的内涵与价值达成了基本一致,教育活动通过情境实践载体、情感触动催化、师生互动关系支撑促进学生人文素养的深层转化,充分发挥了“五育”的协同作用。
Objective This qualitative study aimed to explore the perceptions and lived experiences of nursing students and faculty regarding a humanistic literacy cultivation program rooted in the"Five-Education Integration"framework.Methods Between February and March 2025,semi-structured interviews were conducted with a purposive sample of 12 undergraduate nursing students and 7 faculty tutors who participated in the program.Interview data were transcribed verbatim and analyzed using qualitative content analysis.Results Three primary themes with twelve constituent sub-themes emerged from the analysis.First,regarding the conceptual understanding and value attribution of"Five-Education Integration",participants identified moral education as the foundational principle and moral bottom line of nursing humanities;intellectual education as crucial for developing clinical reasoning and interdisciplinary competencies;physical education as the bedrock of professional resilience;aesthetic education as a medium for emotional articulation and cultivating compassionate care;and labor education as a testament to professional commitment and dedication.Second,key experiential encounters and emotional catalysts included:the internalization of values and intergenerational transmission of virtues fostered by role modeling in moral education;the elevation of professional identity through expanded interdisciplinary perspectives in intellectual education;the forging of professional resilience via the combined application of physical and labor education;the perception and expression of professional warmth within caring interactions facilitated enabled by aesthetic education;and the peer-influenced collective socialization process inherent in the program's activities.Third,futureoriented perspectives revealed student desires for more self-directed,personalized,and technology-enhanced educational experiences,whereas faculty emphasized the need for robust,sustainable institutional mechanisms and evidence-based evaluation systems.Conclusion Teachers and students in the nursing profession have reached a basic consensus on the connotations and value of"Five-Education Integration"in humanistic quality education.Educational activities promote the deep transformation of students'humanistic qualities through situational practice,emotional triggers,and the support of teacher-student interactions,thereby fully leveraging the synergistic effects of the five educations.
作者
徐丹
李惠玲
田利
孟红燕
文稀
卢海霞
XU Dan;LI Huiling;TIAN Li;MENG Hongyan;WEN Xi;LU Haixia(School of Nursing,Medical College of Soochow University,Suzhou 215006,China)
出处
《中华护理教育》
2026年第1期16-22,共7页
Chinese Journal of Nursing Education
基金
教育部新文科研究与改革实践项目(202107004)。
关键词
五育并举
人文素质
护理教育
师生
质性研究
Five-Education Integration
Humanistic Literacy
Nursing Education
Teachers and Students
Qualitative Research
