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 (10): 1222-1228.doi: 10.3761/j.issn.1672-9234.2026.10.012

• 课程·教材·教法 • 上一篇    下一篇

外科护理学课程知识图谱的构建及应用研究

曾芬莲1,*(), 陈奕炜2, 胡博云2, 陈乙漫2, 陈硕贞1, 邵星2   

  1. 1 遵义医科大学附属医院护理部 遵义市 563000
    2 遵义医科大学护理学院 遵义市 563000
  • 收稿日期:2026-05-09 出版日期:2026-10-15 发布日期:2026-10-15
  • 通讯作者: *曾芬莲，女，本科，主任护师，E-mail：1226467954@qq.com
  • 作者简介:作者贡献声明

    研究构思与设计、论文撰写、论文修改和审校为曾芬莲，数据收集与处理为陈奕炜、胡博云、邵星、陈乙漫、陈硕贞，英文修订为陈硕贞。以上所有作者均审查了本文最终研究结果，并阅读及批准本研究最终版本。

  • 基金资助:
    贵州省高等学校本科教学内容和课程体系改革项目(GZLG2024181)

Construction and application of knowledge graph in the Surgical Nursing course

ZENG Fenlian1,*(), CHEN Yiwei2, HU Boyun2, CHEN Yiman2, CHEN Shuozhen1, SHAO Xing2   

  1. 1 Department of Nursing， the Affiliated Hospital of Zunyi Medical University， Zunyi 563000， China
    2 School of Nursing， Zunyi Medical University， Zunyi 563000， China
  • Received:2026-05-09 Online:2026-10-15 Published:2026-10-15
  • Contact: *ZENG Fenlian，E-mail：1226467954@qq.com
  • Supported by:
    Guizhou Provincial Institution of Higher Education Undergraduate Teaching Content and Curriculum System Reform Project(GZLG2024181)

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摘要：

目的 构建外科护理学课程知识图谱，并探究其在护理本科生教学中的应用效果。 方法 采用“自顶向下”法，构建外科护理学课程知识图谱。2025年9月—2026年1月，便利选取我校2023级279名护理本科生作为研究对象，将知识图谱应用于外科护理学混合式理论教学。通过截至课程结束后1周学生的知识图谱学习数据、课程前后学生的在线学习准备度变化，以及课程结束后对40名学生的焦点小组访谈资料分析结果，综合评价将课程知识图谱融入教学的效果。 结果 外科护理学课程知识图谱共包含1 069个知识节点，融合167个视频、659个文档、4 580道题目。279名学生自主参与率为100%；人均知识点整体学习总时长为30.43 h；知识点完成率、掌握率的均值依次为98.09%、86.30%。学生课程后的在线学习准备度总得分及学习者控制、自主学习及学习动机3个维度得分均高于课程前（P<0.05）。共提炼课程知识图谱的教学价值、影响使用课程知识图谱的因素、课程知识图谱及其平台亟待改进3个主题。 结论 护理本科生对学习外科护理学课程知识图谱具有积极主动性，其应用可保障课程知识的学习效果与效率，提升学生的在线学习准备度，具备良好的赋能教学价值。

关键词: 教育, 护理, 外科护理学, 知识图谱, 人工智能

Abstract:

Objective To develop a knowledge graph for the Surgical Nursing course and evaluate its application effects in teaching among undergraduate nursing students. Methods A top-down approach was adopted to construct the knowledge graph for the Surgical Nursing course. From September 2025 to January 2026，a convenience sampling method was used to select 279 undergraduate nursing students from Grade 2023 in our university as participants for teaching intervention with the constructed knowledge graph for the Surgical Nursing course. The teaching effect of integrating the knowledge graph was comprehensively evaluated through students’ learning data on the knowledge graph up to one week after the course completion，changes in students’ online learning readiness before and after the course，and analysis of focus group interviews with 40 students after the course. Results The knowledge graph for the Surgical Nursing course contained a total of 1 069 knowledge nodes，integrating 167 videos，659 documents，and 4 580 test questions. The students’ autonomous participation rate was 100%，with an average total learning duration of knowledge points per-student of 30.43 h. The average knowledge point completion rate and mastery rate were 98.09% and 86.30%，respectively. After the course，students’ total online learning readiness score and the scores in the three dimensions of learner control，autonomous learning，and learning motivation were significantly higher than those before the course （P<0.05）. Three themes were extracted，namely the teaching value of the course knowledge graph，factors influencing the use of the course knowledge graph，and urgent improvements needed for the course knowledge graph and its platform. Conclusion Nursing undergraduates demonstrate positive initiative in learning the knowledge graph for the Surgical Nursing course. Its application can guarantee the learning effectiveness and efficiency of course-related knowledge，improve students’ online learning readiness，and deliver favorable value in empowering teaching.

Key words: Education, Nursing, Surgical Nursing, Knowledge Graph, Artificial Intelligence