协同发展视域下护理学专业劳动教育课程设计与实践研究

doi:10.3761/j.issn.1672-9234.2024.08.008

摘要/Abstract

摘要：

目的探讨护理专业本科生劳动教育课程的设计及实践效果。方法通过学生学情调查，在课程顶层设计、师资队伍建设、学习资源整合、教学评价体系等方面形成“专业+劳育”协同育人合力，并以2021级和2022级390名护理专业本科生为对象开展为期2年的护理学专业劳动教育课程的教学实践，采用课程成绩、大学生专业认同量表、心理契约量表学生分量表、学习期望达成度进行教学评价。结果学生及格率为100%，优秀率为48.46%（189/390）。教学后学生的专业认同感得分、心理契约量表学生分量表发展责任维度得分有所提高，差异具有统计学意义（P<0.05）。学习期望达成度各方面选择符合/完全符合的学生占比在95%以上。结论劳动教育与专业教育的协同融合有助于护理学生提升专业认同感和心理契约水平，提升劳动素养，精进实践技能，为其成长为复合型人才奠定基础。

关键词: 护理学, 课程, 劳动教育, 协同发展

Abstract:

Objective To design and examine practical effect of labor education courses for nursing undergraduates. Methods The teaching practice of labor education courses was carried out among 390 nursing undergraduates of grade 2021 and 2022. Comprehensive evaluation was carried out through course grades，College Student Professional Identity Scale，Psychological Contract Scale-Student Subscale，and achievement of learning expectations. Results The passing rate of students was 100%，and the excellent rate was 48.46%（189/390）. After teaching，the scores of students’ professional identity and the development responsibility dimension of the student subscale of the Psychological Contract Scale got improved，and the differences were statistically significant（P<0.05）. More than 95% of students believed that the course had meet or fully meet their learning expectations in all aspects. Conclusion The collaborative integration of labor education and professional education helps nursing students to enhance their professional identity and psychological contract，improve their labor literacy and practical skills，and lay the foundation for their growth into versatile talents.

Key words: Nursing, Curriculum, Labor education, Coordinated development

邢颖, 羊洋, 王静, 许勤, 丁亚萍. 协同发展视域下护理学专业劳动教育课程设计与实践研究[J]. 中华护理教育, 2024, 21(8): 945-949.

XING Ying, YANG Yang, WANG Jing, XU Qin, DING Yaping. Research on curriculum design and practice of Labor Education in Nursing from the perspective of collaborative development[J]. Chinese Journal of Nursing Education, 2024, 21(8): 945-949.

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