融入整合性知识转化的循证护理学课程的教学设计与应用研究

doi:10.3761/j.issn.1672-9234.2026.01.006

中华护理教育 ›› 2026, Vol. 23 ›› Issue (1): 42-48.doi: 10.3761/j.issn.1672-9234.2026.01.006

融入整合性知识转化的循证护理学课程的教学设计与应用研究

陈少华(), 刘宇, 黄菲菲, 邱萍萍, 胡荣, 宋继红^*()

福建医科大学护理学院福州市 350122

收稿日期:2025-10-03 出版日期:2026-01-15 发布日期:2026-01-13
通讯作者: 宋继红
作者简介:陈少华：女，博士，讲师，E-mail：chenshaohua0312@163.com
基金资助:
福建医科大学研究生教育教学改革项目(Y23021)

Teaching design and application of Evidence-Based Nursing courses integrating integrative knowledge translation

CHEN Shaohua(), LIU Yu, HUANG Feifei, QIU Pingping, HU Rong, SONG Jihong^*()

School of Nursing，Fujian Medical University，Fuzhou 350122，China

Received:2025-10-03 Online:2026-01-15 Published:2026-01-13
Contact: SONG Jihong
Supported by:
Graduate Education Teaching Reform Project of Fujian Medical University(Y23021)

摘要/Abstract

摘要：

目的探讨结合整合性知识转化（integrated knowledge translation，IKT）的循证护理学课程教学效果。方法结合IKT，对循证护理学课程的教学进行设计。于2024年9月—2025年1月，选取福建省某高校修读循证护理学课程的59名2024级护理硕士研究生作为教学对象，对其实施教学。通过课程成绩和焦点小组访谈结果评价教学效果。结果 59名护理硕士研究生课程成绩为（83.72±4.36）分，从访谈资料中提炼出3个主题：循证护理学课程学习是认知提升到价值认同的过程；循证护理学课程学习中面临的现实挑战；对循证护理学课程教学持续优化的期待。结论结合IKT的循证护理学课程教学促进了学生对循证护理知识与技能的掌握，深化了其对循证护理临床价值与转化路径的理解，但在课程资源建设、学习目标明确化和临床协作机制等方面仍需进一步完善。

关键词: 教育, 护理, 研究生, 循证护理学, 整合性知识转化, 教学改革

Abstract:

Objective To explore the teaching effect of the Evidence-Based Nursing course integrated with integrated knowledge translation（IKT）. Methods Combined with IKT framework，the teaching design of the Evidence-Based Nursing course was developed. From September 2024 to January 2025，59 postgraduate nursing students（Grade 2024） from a university in Fujian Province，were selected as the participants，and the designed teaching was implemented. The teaching effect was evaluated by the course scores and the results of focus group interviews with the 59 postgraduate nursing students. Results The average course score of the 59 postgraduate nursing students was（83.72±4.36）. Three themes were extracted from the interview data：1）the process of Evidence-Based Nursing course learning as progressing from cognitive enhancement to value identification；2）real-world challenges encountered during course learning；and 3）expectations for the continuous improvement of Evidence-Based Nursing course teaching. Conclusion The teaching of evidence-based nursing courses integrated with IKT has enhanced students’ acquisition of evidence-based knowledge and skills，and deepened their understanding of the clinical value of evidence-based nursing as well as its knowledge translation pathways. However，further improvements are needed in areas such as course resource development，clarifying of learning objectives，and clinical collaboration mechanisms.

Key words: Education, Nursing, Graduate, Evidence-Based Nursing, Integrated Knowledge Translation, Teaching Reform

陈少华, 刘宇, 黄菲菲, 邱萍萍, 胡荣, 宋继红. 融入整合性知识转化的循证护理学课程的教学设计与应用研究[J]. 中华护理教育, 2026, 23(1): 42-48.

CHEN Shaohua, LIU Yu, HUANG Feifei, QIU Pingping, HU Rong, SONG Jihong. Teaching design and application of Evidence-Based Nursing courses integrating integrative knowledge translation[J]. Chinese Journal of Nursing Education, 2026, 23(1): 42-48.

图/表 1

参考文献 20

[1]	胡雁, 郝玉芳. 循证护理学[M]. 3版. 北京: 人民卫生出版社, 2025:3-9.
	Hu Y, Hao YF. Evidence-based nursing[M]. 3rd ed. Beijing: Peo-ple’s Medical Publishing House, 2025:3-9.
[2]	Xu H, Dong CQ, Lü YJ, et al. Determining core components of clinical competency for the students of master of nursing specialists:a descriptive qualitative study[J]. BMC Med Educ, 2025, 25(1):431.
[3]	胡雁, 周英凤, 邢唯杰. 护理硕士专业学位研究生循证护理能力培养的实践与反思[J]. 中华护理教育, 2015, 12(10):734-737.
	Hu Y, Zhou YF, Xing WJ. Enhancing capacity of evidence-based nursing in students in master of nursing specialist programs:reflections from teaching and learning[J]. Chin J Nurs Educ, 2015, 12(10):734-737.
[4]	赵静, 马婷婷, 郭凤丽, 等. 护理硕士专业学位研究生循证实践能力现状和影响因素分析[J]. 中国实用护理杂志, 2022, 38(20):1533-1539.
	Zhao J, Ma TT, Guo FL, et al. Evidence-based practice competence of masters of nursing specialist and its influencing factors[J]. Chin J Pract Nurs, 2022, 38(20):1533-1539.
[5]	樊杭, 张瑛, 邓锦欣, 等. 中医院校护理专业学位硕士研究生循证实践能力的质性研究[J]. 卫生职业教育, 2024, 42(7):89-92.
	Fan H, Zhang Y, Deng JX, et al. Qualitative study on nursing graduates’ evidence-based practice ability in traditional Chinese medicine colleges[J]. Health Vocat Educ, 2024, 42(7):89-92.
[6]	Camargo FC, Iwamoto HH, Galvão CM, et al. Competences and barriers for the evidence-based practice in nursing:an integrative review[J]. Rev Bras Enferm, 2018, 71(4):2030-2038.
[7]	Dogherty EJ, Harrison MB, Graham ID, et al. Turning knowledge into action at the point-of-care:the collective experience of nurses facilitating the implementation of evidence-based practice[J]. Worldviews Evid Based Nurs, 2013, 10(3):129-139.
[8]	Kothari A, McCutcheon C, Graham ID. Defining integrated knowledge translation and moving forward:a response to recent commentaries[J]. Int J Health Policy Manag, 2017, 6(5):299-300.
[9]	Cameron J, Kothari A, Fiolet R. Addressing power imbalance in research:exploring power in integrated knowledge translation health research[J]. Res Involv Engagem, 2025, 11(1):35.
[10]	Gallant SM, Cassidy C, Al-Rassi J, et al. Integrated knowledge translation guidelines for trainees in health research:an environmental scan[J]. Health Res Policy Syst, 2023, 21(1):74.
[11]	Braun V, Clarke V. Using thematic analysis in psychology[J]. Qual Res Psychol, 2006, 3(2):77-101.
[12]	Boland L, Kothari A, McCutcheon C, et al. Building an integrated knowledge translation(IKT) evidence base:colloquium proceedings and research direction[J]. Health Res Policy Syst, 2020, 18(1):8.
[13]	Nguyen T, Graham ID, Mrklas KJ, et al. How does integrated knowledge translation(IKT) compare to other collaborative research approaches to generating and translating knowledge? Learning from experts in the field[J]. Health Res Policy Syst, 2020, 18(1):35.
[14]	Melnyk BM, FineoutOverholt E. Evidence-based practice in nursing & healthcare:a guide to best practice[M]. 3rd ed. Philadelphia: Wolters Kluwer Health, 2015:23-25.
[15]	Gao X, Yan D, Zhang Y, et al. Comparison of the impact of team-based learning and lecture-based learning on nursing students’ core competencies:a systematic review and meta-analysis[J]. Nurse Educ Pract, 2024,76:103945.
[16]	Hanham J, Castro-Alonso JC, Chen OH. Integrating cognitive load theory with other theories,within and beyond educational psychology[J]. 2023, 93(Suppl 2):239-250.
[17]	American Association of Colleges of Nursing(AACN). The essentials:core competencies for professional nursing education[EB/OL]. [2025-09-20]. https://www.aacnnursing.org/essentials.
[18]	McGregor M, Azzopardi L, Halvey M. A systematic review of cost,effort,and load research in information search and retrieval,1972-2020[J]. ACM Trans Inf Syst, 2024, 42(1):1-39.
[19]	张山, 刘璐, 吴瑛. 知识图谱在医学护理教育领域中的应用现状[J]. 军事护理, 2025, 42(6):88-90,94.
	Zhang S, Liu L, Wu Y. Status quo of knowledge graph application in medical and nursing education[J]. Mil Nurs, 2025, 42(6):88-90,94.
[20]	Connor L, Dean J, McNett M, et al. Evidence-based practice improves patient outcomes and healthcare system return on investment:findings from a scoping review[J]. Worldviews Evid Based Nurs, 2023, 20(1):6-15.

融入整合性知识转化的循证护理学课程的教学设计与应用研究

Teaching design and application of Evidence-Based Nursing courses integrating integrative knowledge translation

HTML阅读

PDF下载

赞

可视化

摘要/Abstract

引用本文

使用本文

图/表 1

参考文献 20

相关文章 15

Metrics

本文评价

推荐阅读 0

[1]	杨素珍, 魏锦轩, 王颖, 李颖, 仲伟娜, 张欣雨, 崔永军, 程海荣. 维持性血液透析患者衰弱风险预测模型的系统评价[J]. 中华护理教育, 2026, 23(1): 101-109.
[2]	高嘉晨, 马珂珂, 杨彩侠, 庞舒贝, 王文雅, 郭园丽. 脑卒中吞咽障碍患者进食护理的循证实践[J]. 中华护理教育, 2026, 23(1): 109-116.
[3]	方一帆, 魏晓蕾, 何虹琏, 王秀娟, 梁涛. “六顶思考帽”思维训练模式在护理教学中的应用现状及建议[J]. 中华护理教育, 2026, 23(1): 117-122.
[4]	徐丹, 李惠玲, 田利, 孟红燕, 文稀, 卢海霞. 护理专业师生对“五育并举”人文素质教育方案的认知和体验研究[J]. 中华护理教育, 2026, 23(1): 16-22.
[5]	严姝霞, 徐桂华, 柏亚妹, 黄丽娜, 王秋琴, 徒文静, 姜荣荣, 杨敏, 黄芳. “五育融合”视域下中医护理劳动教育体系创新与实践[J]. 中华护理教育, 2026, 23(1): 23-28.
[6]	颜萍, 范晶晶, 朱琳, 由淑萍, 古丽拜天·卡米尔, 貊雪霞, 杜兴军. 护理学专业“五育融合”育人路径的探索与实践[J]. 中华护理教育, 2026, 23(1): 29-34.
[7]	贾晶晶, 马文辉, 桂园园, 毛芳, 刘红敏. 基础护理学课程知识图谱的构建及应用研究[J]. 中华护理教育, 2026, 23(1): 35-41.
[8]	李维颖, 丁亚萍, 施荣根, 李前萍, 朱姝芹, 许勤. 护理专升本学生公共英语—专业英语过渡课程的设计与实践[J]. 中华护理教育, 2026, 23(1): 48-54.
[9]	吕丁丁, 仇存璞, 王超. 基于“双高计划”的护理专业基础医学课程整合改革实践与反思[J]. 中华护理教育, 2026, 23(1): 55-60.
[10]	周颖, 李焱, 李飞霏, 廖碧珍, 李成波, 杨晓畅. 跨学科视域下科普教学工作坊在护理专业本科生中的应用研究[J]. 中华护理教育, 2026, 23(1): 60-66.
[11]	崔金燕, 郭红桃. 护理硕士专业学位研究生临床实践教学的优化路径探析[J]. 中华护理教育, 2026, 23(1): 67-71.
[12]	聂奕轩, 谢砚辞, 时娟娟, 杨丽红, 杨雪芳, 王敏. 男性护理实习生专业承诺潜在剖面及影响因素分析[J]. 中华护理教育, 2026, 23(1): 71-79.
[13]	王侠, 汪雅静, 张珊珊, 满孝云, 程海荣, 刘慧松. 新入职护士规章制度培训的实践创新与成效[J]. 中华护理教育, 2026, 23(1): 80-84.
[14]	杨艳丽, 王青, 马尚红, 杨庆红, 丁晓彤, 王娟, 李峥. 护士用药中断管理的最佳证据总结[J]. 中华护理教育, 2026, 23(1): 85-94.
[15]	陆志群. “五育融合”视域下高职护理专业急救教学改革实践[J]. 中华护理教育, 2026, 23(1): 9-15.