我国医疗卫生事业面临新挑战,高等医学教育效能和护理人才培养质量需要不断提高。这决定了护理人才培养和课程建设必须注重学生价值情怀、创新品格等方面的提升,培养出能适应我国卫生保健事业发展和现代化建设需求,能在各类医疗卫生保健机构从事护理和预防保健工作的、德智体美全面发展的专业型人才。实施课程育人,注重学生知识养成的同时,通过三维度协同路径实施思政育人,强化学生价值塑造,强化课程育人提升学生综合能力。This determines that the cultivation of nursing professionals and the construction of nursing curricula must focus on enhancing students’ values, innovative character, and other qualities. The goal is to produce specialized talents who are well-rounded in moral, intellectual, physical, aesthetic, and labor education, and who can meet the demands of China’s health care development and modernization. These professionals should be capable of engaging in nursing and preventive health care services across various health care institutions. In implementing curriculum-based education, emphasis should be placed not only on the acquisition of knowledge but also on ideological and political education through a three-dimensional collaborative approach. This strengthens students’ value shaping and enhances their comprehensive abilities through curriculum-based education.
目的:探讨BOPPPS联合TBL教学模式在本科护理专业基础护理学课程中的应用效果。方法:2023年9月~2024年1月期间,在山东省一所医学院院校内选取80名同学参与此项研究。随机将其分为干预组和对照组,每组各40人,对对照组学生实施传统教学方法,对干预组学生实施BOPPPS联合TBL教学模式,干预结束后比较两组学生的学习成绩、深度学习能力和学习投入水平。结果:干预组患者的过程性成绩、期末考试成绩、深度学习能力总分、大学生学习投入总分均高于对照组,差异具有统计学意义(p Objective: To explore the application effect of the BOPPPS combined with TBL teaching model in the basic nursing science for nursing undergraduates. Methods: From September 2023 to January 2024, 80 students from a medical college in Shandong Province were selected to participate in this study. They were randomly divided into the intervention group and the control group, with 40 students in each group. The traditional teaching method was applied to the students in the control group, and the BOPPPS combined TBL teaching mode was applied to the students in the intervention group. After the intervention, the academic performance, deep learning ability, and learning engagement levels of the students in the two groups were compared. Results: The procedural scores, final exam scores, total score of deep learning ability, and total score of college students’ learning involvement in the intervention group were higher than those in the control group, and the differences were statistically significant (p < 0.05). Conclusion: The BOPPPS combined with TBL teaching mode can improve the academic performance, deep learning ability and learning engagement of nursing undergraduates.
目的:探讨中职升本科基础护理学一二三课堂联动课程思政教学设计与实践效果。方法:在专业课程立德育人的教育理念下,设计“三课堂联动”课程思政方案,即“第一课堂”BOPPPS + 思政,依据建构主义理论,设计随机进入“第二、三课堂”育人模式,实现思政情感体验内化于心,践行德育内容外化于行;选取我校二年级中职升本科89名护理专业学生为研究对象,课程结束后评价学生期末成绩优秀率(≥85分)和及格率;并用问卷调查及访谈法对课程思政教学的效果进行评价。结果:学期末学生结业成绩优秀率为64.05%,及格率为100%,课程思政教学课堂评价(满分100分)得分为(91.30 ± 6.10),有10人加入学校、学院志愿服务队,申报大创项目3项。结论:“三课堂联动”课程思政,实现了学生走进课堂有生气、走出课堂接地气、走进社会有底气,促进课程思政真正地“落地”,保证了基础护理学育人效果。Objective: To explore the ideological and political teaching design and practical effect of the first, second and third classroom linkage courses of basic nursing for vocational secondary school to undergraduate students. Methods: Under the educational concept of moral education in professional courses, the ideological and political scheme of the “three-classroom linkage” course was designed, that is, the “first classroom” BOPPPS + ideological and political education, and according to the constructivist theory, the “second and third classrooms” education mode was designed to realize the internalization of ideological and political emotional experience in the heart, and the externalization of moral education content in the practice. A total of 89 nursing students from the second year of secondary vocational education in our school were selected as the research objects, and the excellent rate of students’ final grades (≥85 points) and passing rate were evaluated after the course. Questionnaires
