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): 1242-1247.doi: 10.3761/j.issn.1672-9234.2026.10.015

• 思政教育与素质教育 • 上一篇    下一篇

基于叙事案例的急危重症护理学课程思政教学设计与应用研究

王敏1,*(), 李习平2   

  1. 1 贵州中医药大学第一附属医院重症医学科 贵阳市 550001
    2 贵州中医药大学第一附属医院急诊科 贵阳市 550001
  • 收稿日期:2025-11-13 出版日期:2026-10-15 发布日期:2026-10-15
  • 通讯作者: *王敏，女，博士，副主任护师，E-mail：2449472505@qq.com
  • 作者简介:第一联系人：

    王敏：提出研究思路与方案设计，负责叙事案例的编制与课程思政教学设计，组织实施教学干预，收集与整理研究数据，完成论文撰写与修改；李习平：参与研究方案的论证与完善，指导数据分析与结果解读，对论文进行审阅与修改，并对研究工作进行全程指导与监督。

  • 基金资助:
    贵州中医药大学课程思政示范课程建设项目(GZYKC-25010)

Research on the design and application of narrative case-based ideological and political teaching in Emergency and Critical Care Nursing course

WANG Min1,*(), LI Xiping2   

  1. 1 Department of Critical Care Medicine， the First Affiliated Hospital of Guizhou University of Traditional Chinese Medicine， Guiyang 550001， China
    2 Department of Emergency Medicine， the First Affiliated Hospital of Guizhou University of Traditional Chinese Medicine， Guiyang 550001， China
  • Received:2025-11-13 Online:2026-10-15 Published:2026-10-15
  • Contact: *WANG Min，E-mail：2449472505@qq.com
  • Supported by:
    Curriculum-based Ideological and Political Education Demonstration Course Construction Project of Guizhou University of Traditional Chinese Medicine(GZYKC-25010)

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摘要：

目的 探索基于叙事案例的急危重症护理学课程思政教学方案的设计与应用效果。 方法 编制15个融入思政元素的急危重症护理叙事案例。采用抽签法将2个班分为试验组（n=48）和对照组（n=47），试验组采用“小规模限制性在线课程+模块化教学”的方式将叙事案例应用于教学，对照组采用“通用学习平台+讲授教学”的方式应用常规教学案例；对22名学生（试验组、对照组各11名）和4名授课教师进行访谈；并采用课程成绩评价教学效果。 结果 访谈提炼出3个主题：叙事案例增强学习代入感与情感共鸣；叙事案例促进技术-伦理-人文整合思维的建立；综合教学情境下课堂互动更为活跃，但对教师提出更高要求。试验组课程成绩高于对照组（P<0.001）。 结论 叙事案例的完整情节、人物情感与价值冲突有助于学生产生情感共鸣并形成技术-伦理-人文整合思维；基于叙事案例的“小规模限制性在线课程+模块化教学”教学效果更好。

关键词: 急危重症护理学, 叙事案例, 课程思政, 教学设计

Abstract:

Objective To design and explore the application effects of a narrative case-based ideological and political teaching approach in the Emergency and Critical Care Nursing course. Methods Fifteen narrative cases integrating ideological and political elements were developed for Emergency and Critical Care Nursing. Two classes were randomly divided into an experimental group（n=48） and a control group（n=47）. The experimental group applied narrative cases through a small private online course（SPOC） combined with BOPPPS （bridge-in，objective，pre-assessment，participatory learning，post-assessment，and summary），while the control group used conventional teaching cases through a general learning platform combined with lecture-based instruction. Interviews were conducted with 22 students（11 from each group） and four instructors，and teaching effectiveness was evaluated based on course scores. Results Three themes were extracted from the interviews：narrative cases enhanced students’ sense of immersion and emotional resonance；they facilitated the development of integrated technical-ethical-humanistic thinking；and classroom interaction was more active within the comprehensive intervention context，although the approach placed higher demands on instructors. The experimental group achieved higher course grades than the control group（P<0.001）. Conclusion Interview data suggest that narrative features such as complete storylines，character emotions，and value conflicts may contribute to emotional resonance and integrated technical-ethical-humanistic thinking. The SPOC+BOPPPS integrated teaching approach based on narrative cases yields better teaching outcomes.

Key words: Emergency and Critical Care Nursing, Narrative Cases, Ideological and Political Education, Teaching Design