融入虚拟仿真技术的老年护理学基础混合式教学设计与实践

doi:10.3761/j.issn.1672-9234.2026.10.011

摘要/Abstract

摘要：

目的探讨融入虚拟仿真技术的混合式教学在老年护理学基础课程中的应用效果。方法便利选取某本科层次职业学校护理（老年方向）专业2022级、2023级学生为研究对象，其中2023级42名学生为试验组，接受融入虚拟仿真技术（包括虚拟现实、增强现实）的混合式教学；2022级45名学生为对照组，接受传统线下教学。通过分析两组课程结束时、课程结束后8周理论知识与实践技能考核得分变化，比较两组课程前、课程结束时及课程结束后8周临床推理与反思能力、自主学习能力得分，评估课程结束时两组对教学的满意度，评价教学效果。结果试验组课程结束时、课程结束后8周理论知识与实践技能考核得分高于对照组（P<0.001）。两组课程前、课程结束时及课程结束后8周临床推理与反思能力、自主学习能力得分时间与组别的交互效应具有统计学意义（P<0.001）；课程结束时、课程结束后8周试验组上述各项评价指标得分高于对照组（P<0.001）。试验组对教学的满意度高于对照组（P<0.05）。结论融入虚拟仿真技术的混合式教学可提升学生的理论知识、实践技能、临床推理与反思能力及自主学习能力水平，学生对其满意度较高，可为老年护理类课程的教学优化提供实证依据。

关键词: 虚拟仿真, 混合式教学, 老年护理学基础, 教育, 护理, 本科层次职业学校

Abstract:

Objective To explore the application effect of blended teaching integrated with virtual simulation technology in the Fundamentals Gerontological Nursing course. Methods Students majoring in Nursing（gerontology-oriented） from Grade 2022 and Grade 2023 at an undergraduate-level vocational college were selected as participants. Forty-two students from Grade 2023 were assigned to the experimental group and received blended teaching integrated with virtual simulation technology（including virtual reality and augmented reality）. Forty-five students from Grade 2022 were assigned to the control group and received traditional teaching. Teaching effectiveness was evaluated by analyzing changes in theoretical knowledge and practical skill assessments score at the end of the course and 8 weeks after course completion，comparing the scores of clinical reasoning and reflective ability as well as self-directed learning ability between the two groups before the course，at the end of the course and 8 weeks after course completion，and assessing teaching satisfaction of the two groups at the end of the course. Results At the end of the course and 8 weeks after course completion，the experimental group obtained higher scores in theoretical knowledge and practical skill assessments than the control group（P<0.001）. The interaction effect of time and group on the scores of clinical reasoning and reflective ability as well as self-directed learning ability was statistically significant in both groups before the course，at the end of the course，and 8 weeks after course completion（P<0.001）；the experimental group achieved higher scores for all the abovementioned evaluation indicators than the control group at the end of the course and 8 weeks after course completion（P<0.001）. The experimental group reported higher teaching satisfaction than the control group（P<0.05）. Conclusion The blended teaching integrated with virtual simulation technology can improve students’ theoretical knowledge，practical skills，clinical reasoning and reflective abilities，and self-directed learning ability，with high satisfaction. This study provides empirical evidence for the teaching optimization of gerontological nursing-related courses.

Key words: Virtual Simulation, Blended Teaching, Fundamentals Gerontological Nursing, Education, Nursing, Undergraduate-level Vocational College

高丛丽, 井坤娟. 融入虚拟仿真技术的老年护理学基础混合式教学设计与实践[J]. 中华护理教育, 2026, 23(10): 1215-1221.

GAO Congli, JING Kunjuan. Application of blended teaching integrated with virtual simulation technology in Fundamental Gerontological Nursing course[J]. Chinese Journal of Nursing Education, 2026, 23(10): 1215-1221.

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