内科护理学“四链并轨”教学模式的设计与实践

doi:10.3761/j.issn.1672-9234.2025.10.005

摘要/Abstract

摘要：

目的探讨“四链并轨”教学模式在本科内科护理学课程教学中的应用效果。方法采用便利抽样的方法，选取2022级135名护理本科生为研究对象，在内科护理学课程教学中采用“四链并轨”教学模式，即建立“情境链”促进知识整合，设置“任务链”激发思维动力，提供“角色链”训练实践能力，通过“评价链”助力理实融通。在干预结束后，通过教学满意度评价、学习效果评价、期末成绩来评价教学效果。结果 115名学生填写了教学满意度和学习效果评价问卷，教学满意度评价得分为（9.17±0.92）分；分别有73.9%、80.0%、94.8%的学生表示明显增加了对系统疾病的整体认识、对理论知识的运用及探索护理知识的意愿；2022级护理本科生课程总成绩为（74.48±7.22）分。结论 “四链并轨”教学模式有助于提高学生整体思维、促进理实融通及对护理知识的探索，有助于提升教学质量。

关键词: 教学模式, 内科护理学, 创新改革

Abstract:

Objective To explore the application effects of CARE（circumstance，assignment，role，evaluation） teaching model in undergraduate internal medicine nursing courses. Methods The convenience sampling method was used to select 135 nursing undergraduate students from the 2022 cohort as research subjects，and CARE teaching model was adopted in Internal Medicine Nursing course，namely establishing a Circumstance Chain to promote knowledge integration，setting up an Assignment Chain to stimulate thinking motivation，providing a Role Chain to train practical skills，and using an Evaluation Chain to facilitate the integration of theory and practice. After the intervention，the teaching effectiveness was evaluated through distributing teaching satisfaction surveys，learning outcome assessments，and reviewing final grades. Results A total of 115 students completed the teaching satisfaction and learning outcomes evaluation questionnaires，with a teaching satisfaction score of（9.17±0.92）；respectively，73.9%，80.0%，and 94.8% of the students reported a significant increase in their overall understanding of systemic diseases，the application of theoretical knowledge，and their willingness to explore nursing knowledge. The total course score for the 2022 cohort of nursing undergraduates was（74.48±7.22） points. Conclusion The CARE teaching model helps enhance students overall thinking，promotes the integration of theory and practice，and encourages the exploration of nursing knowledge，thereby improving teaching quality.

Key words: Teaching mode, Internal medicine nursing, Teaching innovation

刘洋, 张冬菊, 沙丽艳, 张建华, 张善红. 内科护理学“四链并轨”教学模式的设计与实践[J]. 中华护理教育, 2025, 22(10): 1180-1184.

LIU Yang, ZHANG Dongju, SHA Liyan, ZHANG Jianhua, ZHANG Shanhong. Design and practice of CARE teaching model in Internal Medicine Nursing[J]. Chinese Journal of Nursing Education, 2025, 22(10): 1180-1184.

图/表 2

参考文献 15

[1]	Hsu LL, Hsieh SI. Development and psychometric evaluation of the competency inventory for nursing students:a learning outcome perspective[J]. Nurse Educ Today, 2013, 33(5):492-497.
[2]	王晓君, 夏立平, 孔羽, 等. 密室逃脱教学在高职内科护理学单元强化训练中的应用[J]. 中华护理教育, 2023, 20(12):1453-1458.
	Wang XJ, Xia LP, Kong Y, et al. Application of escape room teaching in intensive training of internal medicine nursing units in higher vocational education[J]. Chin J Nurs Educ, 2023, 20(12):1453-1458.
[3]	吴晓婷, 王剑. 基于Mimics软件个体化重建咯血模型在呼吸内科护理教学中的应用[J]. 军事护理, 2024, 41(1):19-22.
	Wu XT, Wang J. Application of individualized reconstruction of hemoptysis model based on mimics software in nursing teaching of respiratory medicine[J]. Mil Nurs, 2024, 41(1):19-22.
[4]	李建荣, 温慧敏, 刘启仓. 过程性评价在内科护理学理论授课中的应用[J]. 卫生职业教育, 2024, 42(1):63-66.
	Li JR, Wen HM, Liu QC. Application of process assessment in teaching internal medicine nursing theory[J]. Health Vocat Educ, 2024, 42(1):63-66.
[5]	李小妹, 冯先琼. 护理学导论[M]. 5版. 北京: 人民卫生出版社, 2022.
	Li XM, Feng XQ, Introduction to nursing[M]. 5th ed. Beijing: People's Medical Publishing House, 2022.
[6]	闫瑞芹, 王燕燕, 张丹羽, 等. 多元化评价在内科护理学教学中的应用研究[J]. 卫生职业教育, 2023, 41(12):55-58.
	Yan RQ, Wang YY, Zhang DY, et al. Application of multiple evaluation in teaching of medicine nursing[J]. Health Vocat Educ, 2023, 41(12):55-58.
[7]	白羽. 基于桑代克学习理论的情景教学法在心血管内科护理带教中的应用[J]. 护理研究, 2024, 38(24):4457-4459.
	Bai Y. Application of situational teaching method based on Thorndike's learning theory in nursing teaching of department of cardiovascular medicine[J]. Chin Nurs Res, 2024, 38(24):4457-4459.
[8]	纪李慧, 张文庆, 周丽丽. 任务驱动联合情景模拟教学对血液内科护理规培生护理操作能力的影响[J]. 中国高等医学教育, 2023(7):141-142.
	Ji LH, Zhang WQ, Zhou LL. Effect of task-driven combined scenario simulation teaching on nursing operation ability of students with nursing regulations in hematology department[J]. China High Med Educ, 2023(7):141-142.
[9]	史桂霞, 谢云, 刘平, 等. BOPPPS联合情景模拟法在高职内科护理教学中的应用[J]. 护理研究, 2022, 36(22):4074-4077.
	Shi GX, Xie Y, Liu P, et al. Application of BOPPPS combined with scenario simulation in teaching of medical nursing in higher vocational nursing education[J]. Chin Nurs Res, 2022, 36(22):4074-4077.
[10]	冯玉, 何春渝, 丁杏, 等. BOPPPS联合情景模拟法在内科护理学教学中的应用[J]. 护理学杂志, 2021, 36(19):80-84.
	Feng Y, He CY, Ding X, et al. Application of BOPPPS combined with scenario simulation in teaching of Medical Nursing[J]. J Nurs Sci, 2021, 36(19):80-84.
[11]	胡欢. 护理情境构建融入妇产科护理教学中的研究[J]. 现代职业教育, 2022(5):154-156.
	Hu H. Study on the integration of nursing situation construction into obstetrics and gynecology nursing teaching[J]. Mod Vocat Educ, 2022(5):154-156.
[12]	宋莉娟, 杜苗, 蔡妤珂, 等. 护理学导论课程知识图谱的构建与应用研究[J]. 中华护理教育, 2024, 21(8):950-955.
	Song LJ, Du M, Cai YK, et al. Design and preliminary application of knowledge graph for the Introduction to Nursing course[J]. Chin J Nurs Educ, 2024, 21(8):950-955.
[13]	张山, 刘璐, 吴瑛. 基于知识图谱的我国护理领域课程思政研究热点及趋势[J]. 卫生职业教育, 2024, 42(5):146-150.
	Zhang S, Liu L, Wu Y. Research hotspots and trends of ideological & political education in nursing field in China based on knowledge graph[J]. Health Vocat Educ, 2024, 42(5):146-150.
[14]	庞冰, 王秀红, 王芸芸, 等. 虚拟仿真实验教学评价的现状及对护理教育的启示[J]. 中华护理教育, 2023, 20(2):164-168.
	Pang B, Wang XH, Wang YY, et al. Review of the teaching evaluation of virtual simulation experiment teaching and its implications to nursing education[J]. Chin J Nurs Educ, 2023, 20(2):164-168.
[15]	羊洋, 袁艺标, 曹恒畅, 等. 基于跨专业教育理念的创伤虚拟仿真实验项目的开发与应用[J]. 中华护理教育, 2022, 19(7):597-603.
	Yang Y, Yuan YB, Cao HC, et al. The development and application of a virtual simulation experiment program based on the concept of interprofessional education[J]. Chin J Nurs Educ, 2022, 19(7):597-603.