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，E-mail：song940801@163.com
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，E-mail：song940801@163.com
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.

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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

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