本科生护理学基础课程实验教学增值评价方案的构建与应用研究

doi:10.3761/j.issn.1672-9234.2025.09.009

摘要/Abstract

摘要：

目的构建本科生护理学基础课程实验教学增值评价方案并进行效果评价。方法通过文献研究、质性访谈和专家会议构建本科生护理学基础课程实验教学增值评价方案。于2025年2月—5月，选取该校2023级护理专业2个教学班，采取抽签的方式，将其随机分为试验组（n=103）和对照组（n=125），将构建的增值评价方案运用于试验组护理学基础课程实验教学中（除增值评价外，两组护理学基础课程的实验教学方案完全相同），比较两组该学期护理学基础课程的期末技能考试成绩，以及该学期护理学基础课程前后的学业自我效能感和自我导向学习能力水平。结果构建的本科生护理学基础课程实验教学增值评价方案包括3个阶段、8个步骤和15个条目。最终试验组中100名学生完成本研究，对照组均完成研究。该学期护理学基础课程结束后，试验组学习能力自我效能感、自我导向学习意识水平高于对照组（P<0.05）。结论构建的本科生护理学基础课程实验教学增值评价方案具有科学性和实用性，可促进护理本科生学习能力自我效能感和自我导向学习意识的提升。

关键词: 教育, 护理, 教学评价, 实验教学, 增值评价, 护理学基础

Abstract:

Objective To develop a value-added evaluation scheme for Foundational Nursing Laboratory courses for undergraduate nursing students and assess its effects. Methods The value-added evaluation scheme was developed through literature review，qualitative interviews，and expert panel discussions. From February to April 2025，two classes of Grade 2023 cohort nursing students were randomly divided into an experimental group（n=103） and a control group（n=125）. The developed scheme was applied to the experimental group’s Foundational Experimental Nursing courses. With the exception of the value-added evaluation，the teaching scheme for the Foundational Nursing courses were identical in both groups. Final skill exam scores，as well as academic self-efficacy and self-directed learning ability levels before and after the course，were assessed and compared between the two groups. Results The developed value-added evaluation scheme the Foundational Nursing Laboratory courses comprised of three stages，eight steps，and 15 items. A total of 100 students from the intervention group and all students from the control group completed the study. After the course，the experimental group demonstrated significantly higher academic self-efficacy in learning ability and self-directed learning awareness compared to the control group（P<0.05）. Conclusion The developed value-added evaluation scheme for the Foundational Nursing Laboratory courses is scientific and practical，which can enhance nursing students’ self-efficacy in learning ability and self-directed learning awareness.

Key words: Education, Nursing, Teaching evaluation, Experimental teaching, Value-added evaluation, Foundational Nursing

任羽雯, 周云仙, 王莹. 本科生护理学基础课程实验教学增值评价方案的构建与应用研究[J]. 中华护理教育, 2025, 22(9): 1083-1090.

REN Yuwen, ZHOU Yunxian, WANG Ying. The development and application of a value-added evaluation scheme for Foundational Nursing Laboratory courses on undergraduate level[J]. Chinese Journal of Nursing Education, 2025, 22(9): 1083-1090.

图/表 4

参考文献 13

[1]	张华, 孙志岭, 高海霞, 等. 多元建构视角下高等中医药院校护理本科生学业评价体系初步构建[J]. 解放军护理杂志, 2015, 32(22):6-9,36.
	Zhang H, Sun ZL, Gao HX, et al. Initial construction of academic evaluation system for nursing undergraduate of advanced Chinese medicine institutions under the perspective of multivariate construction[J]. Nurs J Chin PLA, 2015, 32(22):6-9,36.
[2]	安富海. 学生发展增值评价的“学生立场”及实现路径[J]. 教育发展研究, 2023, 43(10):27-32.
	An FH. The“student position” and implementation path of value added evaluation for student development[J]. Res Educ Dev, 2023, 43(10):27-32.
[3]	汶莎莎, 孙刚成. 增值性评价:促进每一个学生可持续发展[J]. 上海教育科研, 2022(3):70-75.
[4]	曹铭倩. 增值评价在中职护理课程中的应用实践研究[J]. 数据, 2022(9):116-118.
[5]	周继良, 吴肖, 匡永杨. 高校学生学业增值评价:基本属性、现实困境与实践理路[J]. 现代教育管理, 2021(12):9-18. doi: 10.16697/j.1674-5485.2021.12.002
	Zhou JL, Wu X, Kuang YY. Academic value-added evaluation of college students:basic attributes,realistic dilemmas and practical approaches[J]. Mod Educ Manag, 2021(12):9-18.
[6]	Wu XP, Xu TS, Zhou JC. Sustainability of evaluation:the origin and development of value-added evaluation from the global perspective[J]. Sustainability, 2022, 14(23):15867.
[7]	梁宇颂. 大学生成就目标、归因方式与学业自我效能感的研究[D]. 武汉: 华中师范大学, 2000.
	Liang YS. Study on achievement goals,attribution styles and academic self-efficacy of collage students[D]. Wuhan: Central China Normal University, 2000.
[8]	Williamson SN. Development of a self-rating scale of self-directed learning[J]. Nurse Res, 2007, 14(2):66-83. pmid: 17315780
[9]	沈王琴, 胡雁. 中文版自我导向学习评定量表的信度与效度[J]. 中华护理杂志, 2011, 46(12):1211-1213.
	Shen WQ, Hu Y. Reliability and validity of the Chinese version of self-rating scale of self-directed learning[J]. Chin J Nurs, 2011, 46(12):1211-1213.
[10]	Cornell GR. The value-added approach to the measurement of educational quality[J]. J Prof Nurs, 1985, 1(6):356-363. pmid: 3855024
[11]	Sanders WL. Value-added assessment from student achieve-ment data:opportunities and hurdles create national evalua-tion institute July 21,2000[J]. J Pers Eval Educ, 2000, 14(4):329-339.
[12]	林椿, 肖云南. 高校师生对原始分制与标准分制的感知对比[J]. 大学教育科学, 2017, 8(3):56-62.
	Lin C, Xiao YN. A comparative study of college teachers and students’ perceptions of raw score and Z-score[J]. Univ Educ Sci, 2017, 8(3):56-62.
[13]	Pickering JW, Bowers JC. Assessing value-added outcomes assessment[J]. Meas Eval Couns Dev, 1990, 22(4):215-221.

[1]	吴芳琴, 吴瑛, 王艳玲, 王秋实, 王慧莹, 苗逸群, 邓颖, 施丽莎. 临床思维训练导向的生成式情景虚拟教学系统的构建与应用[J]. 中华护理教育, 2025, 22(9): 1029-1035.
[2]	师曼飞, 钱玉航, 杨淑琪, 黄宗安, 王佳清, 邢唯杰, 周英凤, 胡雁, 朱政. 知识库与多模型协同驱动的循证护理知识问答智能体的构建与评价研究[J]. 中华护理教育, 2025, 22(9): 1036-1042.
[3]	葛慧, 张星辰, 胡慧玲, 李佳帅, 吴雪. 基于生成式人工智能的护理信息学智能问答系统设计与应用评价[J]. 中华护理教育, 2025, 22(9): 1043-1048.
[4]	方蘅英, 曲峰蕾, 程龙, 胡望静, 贾佳欣, 李慧娟. 急性左心衰竭临床护理决策思维人工智能训练系统的开发及在新入职护士中的应用研究[J]. 中华护理教育, 2025, 22(9): 1049-1056.
[5]	步皓宁, 常起航, 王雪, 于佳欣, 安力彬, 李文涛. 人工智能技术在护理教育中应用效果的系统评价[J]. 中华护理教育, 2025, 22(9): 1057-1064.
[6]	彭涛, 李玉, 匡芸芸, 赖淋雨, 刘鑫, 何永琴, 张玉梅. 护理专业学生对人工智能辅助学习体验的Meta整合[J]. 中华护理教育, 2025, 22(9): 1065-1072.
[7]	沈洁淼, 羊洋, 梁玮, 杨如美, 许勤. 本科护理信息学课程设计及教学实践研究[J]. 中华护理教育, 2025, 22(9): 1077-1082.
[8]	王东雨, 董丽霞, 曾兰, 徐林芳, 朱佳怡, 张凤英. 本科护理伦理学课程混合式教学的改革实践与效果分析[J]. 中华护理教育, 2025, 22(9): 1091-1096.
[9]	刘庆芝, 赵亦舒, 王梅, 陈士凤, 赵亦欣. 吉布斯反思循环在消化内科护理临床教学中的应用效果评价[J]. 中华护理教育, 2025, 22(9): 1097-1101.
[10]	张静, 骆婷, 贺琳, 王姣, 张鸣敏, 王红. 心理韧性在本科护理实习生情绪智力与创新能力间的中介效应分析[J]. 中华护理教育, 2025, 22(9): 1102-1107.
[11]	周泓廷, 隋伟静, 庄一渝. 护理人员培训迁移文献热点及趋势分析[J]. 中华护理教育, 2025, 22(9): 1114-1118.
[12]	祖习前, 张静, 陈付英, 田苗, 王佳, 国春花. 全膝关节置换术患者健康素养干预方案的构建与应用研究[J]. 中华护理教育, 2025, 22(9): 1119-1126.
[13]	盛贵箫, 桑明, 梅彬彬, 杨丽萍. 非酒精性脂肪性肝病非药物管理的证据总结[J]. 中华护理教育, 2025, 22(9): 1133-1140.
[14]	段博美, 梅永霞, 王晓萱, 张杰, 张振香. 慢性病患者主动控制感研究进展及护理启示[J]. 中华护理教育, 2025, 22(9): 1141-1146.
[15]	黄晓娇, 谭艳, 戚熠. 基于证据的肝癌患者术后饮食管理科普作品的研制及应用[J]. 中华护理教育, 2025, 22(8): 1013-1019.