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): 55-60.doi: 10.3761/j.issn.1672-9234.2026.01.008

• 课程·教材·教法 • 上一篇    下一篇

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

吕丁丁*(), 仇存璞, 王超   

  1. 镇江市高等专科学校 江苏省镇江市 212028
  • 收稿日期:2025-06-11 出版日期:2026-01-15 发布日期:2026-01-13
  • 通讯作者: *吕丁丁，女，博士，副教授，E-mail：ludingding@zjc.edu.cn
  • 基金资助:
    江苏省教育科学规划课题(B/2023/02/38)

Practice and reflection on the integrated reform of basic medical courses for nursing majors based on the Double High standards

LÜ Dingding*(), QIU Cunpu, WANG Chao   

  1. Zhenjiang College，Zhenjiang 212028，Jiangsu Province，China
  • Received:2025-06-11 Online:2026-01-15 Published:2026-01-13
  • Contact: *LÜ Dingding，E-mail：ludingding@zjc.edu.cn
  • Supported by:
    Jiangsu Provincial Education Science Planning Project(B/2023/02/38)

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摘要：

在“双高”计划引领职业教育高质量发展的背景下，该文针对护理专业基础医学课程体系中存在的学科壁垒突出、内容重复、实践教学薄弱及师资临床能力不足等问题，开展了系统性改革。以“护理场景”为中心，将人体解剖学、生理学、病理学、药理学、病原生物与免疫学、生物化学6门基础医学课程整合为4个核心模块，即人体结构与代谢、疾病机制与护理实践、疾病防控与护理基础、临床医学综合实训，重构“理论—实践”学时比例，同时实施双师能力提升计划。改革后，学生基础医学课程期末考试成绩（86.5±8.2）高于往届（72.3±10.5），差异具有统计学意义（P<0.001）；临床技能考核优秀率由往届的20%提升至42%，差异具有统计学意义（P<0.001）。“课程整合—实践强化—师资升级—评价闭环”的四维一体模式，为高职护理专业课程体系重构提供了可复制的实践路径。

关键词: “双高”计划, 护理专业, 基础医学课程, 教学改革, 课程整合

Abstract:

Under the guidance of the “Double High Program” for vocational education quality development，this study addressed key challenges in nursing basic medical curricula，including disciplinary fragmentation，insufficient practical training，and faculty’s limited clinical expertise. Centered on nursing scenarios，six basic medical courses—Human Anatomy，Physiology，Pathology，Pharmacology，Pathogenic Biology and Immunology，and Biochemistry—were integrated into four core modules：Human Structure and Metabolism，Disease Mechanisms and Nursing Practice，Disease Prevention and Control and Nursing Fundamentals，and Comprehensive Clinical Medicine Training. The theory-practice class hour ratio was reconstructed，and a dual teacher ability enhancement plan was implemented. The reform achieved significant outcomes：the final examination scores of basic medical courses for students（86.5±8.2） were significantly higher than those of previous years（72.3±10.5），with a statistically significant difference（P<0.001）；the excellent rate in clinical skills assessment increased from 20% in previous years to 42%，also demonstrating a statistically significant difference（P<0.001）. The “curriculum integration-practice enhancement-faculty development-evaluation loop” model provides a replicable paradigm for higher vocational nursing education.

Key words: Double High Program, Nursing Majors, Basic Medical Courses, Teaching Reform, Curriculum Integration