ISSN 2097-6054（网络） ISSN 1672-9234（印刷） CN 11-5289/R
主管：中国科学技术协会　主办：中华护理学会
出版：中华护理杂志社
收录：中国科学引文数据库（CSCD）来源期刊
　　　中国期刊全文数据库
　　　中国核心期刊（遴选）数据库
　　　Scopus
中华护理教育

中华护理教育 ›› 2026, Vol. 23 ›› Issue (1): 48-54.doi: 10.3761/j.issn.1672-9234.2026.01.007

• 课程·教材·教法 • 上一篇    下一篇

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

李维颖1(), 丁亚萍1,*(), 施荣根2, 李前萍1, 朱姝芹1, 许勤1   

  1. 1 南京医科大学护理学院 南京市 211166
    2 南京医科大学外国语学院 南京市 211166
  • 收稿日期:2025-09-04 出版日期:2026-01-15 发布日期:2026-01-13
  • 通讯作者: 丁亚萍
  • 作者简介:李维颖：女，博士，讲师，E-mail：weiying.li@njmu.edu.cn
  • 基金资助:
    “金陵紫荆”国际护理人才联合培养项目-护理学(NJMU Teaching Research〔2025〕No.5)

Construction and practice of an English for General Purposes-English for Specific Purposes Transition course for nursing college-upgraded students

LI Weiying1(), DING Yaping1,*(), SHI Ronggen2, LI Qianping1, ZHU Shuqin1, XU Qin1   

  1. 1 School of Nursing，Nanjing Medical University，Nanjing 211166，China
    2 School of Foreign Languages，Nanjing Medical University，Nanjing 211166，China
  • Received:2025-09-04 Online:2026-01-15 Published:2026-01-13
  • Contact: DING Yaping
  • Supported by:
    “Jinling Bauhinia” Joint Training Program for International Nursing Talents-Nursing Science(NJMU Teaching Research〔2025〕No.5)

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摘要：

目的 探讨面向护理专升本学生的公共英语—专业英语过渡课程的教学效果。方法 遵循专门用途英语课程开发模型的“需求分析—课程目标设定—教学内容与方法设计—评估反馈”流程，设计包含基础、提高、发展3个模块的公共英语—专业英语过渡课程；对江苏省某医学院校2022级49名护理专升本学生实施教学后，根据其反馈及2023级69名护理专升本学生的学习需求对课程设计进行优化，并基于优化后的课程设计对2023级护理专升本学生开展教学。通过2023级护理专升本学生的课程成绩，以及对其的英语能力提升感知与学习体验等调查结果，评价教学效果。结果 2023级69名护理专升本学生课程成绩为77.2（75.3，79.9）分；依次有35名（50.7%）、33名（47.8%）、22名（31.9%）、18名（26.1%）、22名（31.9%）认为听力、口语、阅读、写作、翻译能力得到提升，对英语学习兴趣的变化得分为10.0（0，28.5）分；学生普遍反馈课程在职业情境沟通与跨文化理解方面的支持价值。结论 公共英语—专业英语过渡课程有助于促进护理专升本学生英语能力的发展，培养其职业情境适应性和人文素养；学生对课程认可度较高。未来需在制度保障、学生学习动机激发与情境化资源建设等方面对课程进行持续优化。

关键词: 教育, 护理, 通用英语, 专业英语, 过渡课程, 专升本

Abstract:

Objective To explore the teaching effect of the EGP-ESP（English for General Purposes-English for Specific Purposes） transition course for nursing students who were upgraded from college to university. Methods Following the process of “needs analysis-curriculum objective setting-teaching content and method design-evaluation and feedback” in the ESP curriculum development model：the EGP-ESP transition course which includes three modules（foundation，improvement and development） was designed. After implementing the teaching for 49 upgraded students of Grade 2022 in a medical college in Jiangsu Province，the curriculum design was optimized based on their feedback and the learning needs of 69 nursing upgraded students of Grade 2023. Subsequently，the optimized curriculum was implemented for the Grade 2023 students. The teaching effect was evaluated through the course scores of Grade 2023 students，and the survey results on their perceived English proficiency and learning experience. Results The course score of 69 nursing upgraded students of Grade 2023 was 77.2（75.3，79.9）. There were 35 students（50.7%），33 students（47.8%），22 students（31.9%），18 students（26.1%） and 22 students（31.9%） who thought their listening，speaking，reading，writing，and translation abilities had been improved respectively，and the score for the change in interest in English learning was 10.0（0，28.5）. Students generally reflected the supporting value of the course in professional situational communication and cross-cultural understanding. Conclusion The EGP-ESP transition course is helpful to promote the development of English proficiency of college. upgraded nursing students，cultivating their adaptability to professional situations and enhancing humanistic literacy. Students have a high recognition of the course. In the future，the course needs to be continuously optimized in terms of system guarantee，stimulation of students’ learning motivation and the construction of situational resources.

Key words: Education, Nursing, English for General Purposes, English for Specific Purposes, Transition Course, College-upgraded Students