场景驱动的老年护理学模拟体验教学课程思政设计与实践

doi:10.3761/j.issn.1672-9234.2026.06.012

中华护理教育 ›› 2026, Vol. 23 ›› Issue (6): 718-723.doi: 10.3761/j.issn.1672-9234.2026.06.012

场景驱动的老年护理学模拟体验教学课程思政设计与实践

王琳(), 周滢, 陶幸娟^*()

上海交通大学护理学院上海市 200025

收稿日期:2025-11-05 出版日期:2026-06-15 发布日期:2026-06-18
通讯作者: *陶幸娟，E-mail：tao.xingjuan@shsmu.edu.cn
作者简介:王琳：女，博士，副教授，E-mail：wanglsd@shsmu.edu.cn
第一联系人：作者贡献声明
研究构思与设计为王琳，数据收集与处理为周滢、陶幸娟，论文撰写为王琳，论文修改和审校为陶幸娟。
基金资助:
上海交通大学医学院护理学科人才队伍建设项目(SJTUHLXK2024)

Designing and implementing ideological education in Geriatric Nursing：a scenario-based simulation approach

WANG Lin(), ZHOU Ying, TAO Xingjuan^*()

School of Nursing， Shanghai Jiao Tong University， Shanghai 200025， China

Received:2025-11-05 Online:2026-06-15 Published:2026-06-18
Contact: *TAO Xingjuan，E-mail：tao.xingjuan@shsmu.edu.cn
Supported by:
School of Medicine，Shanghai Jiao Tong University(SJTUHLXK2024)

摘要/Abstract

摘要：

目的探索老年护理学课程中以场景驱动的模拟体验教学课程思政教学设计与实践成效。方法以大学四年级60名护理本科生为研究对象，开展场景驱动模拟教学。通过佩戴模拟装备、开展角色扮演、在情境模拟实践与引导性反馈环节中嵌入反思问题，将思政元素有机融入教学过程。采用内容分析法分析学生撰写的反思日记，评价教学效果。结果从反思日记中提炼出4个核心主题：情感共鸣—从生理需求到心理尊严、职业感知—从技术执行到尊严守护、责任认知—从帮助个体到改变系统、行动转化—从提升功能到尊严优先。结论通过构建沉浸式场景，创设“触发价值思考的关键事件”，使学生在亲身体验生理功能受限的过程中，深度理解老年人尊重需求，并内化为守护老年人尊严的职业责任与行动自觉。

关键词: 老年护理学, 教育, 护理, 本科, 课程思政, 模拟体验教学

Abstract:

Objective To explore the instructional design and practical outcomes of integrating ideological and political education into scenario-driven simulation-based teaching in the Geriatric Nursing courses. Methods A total of 60 fourth-year nursing undergraduates participated in scenario-driven simulation teaching. The instructional design integrated ideological-political elements through use of aging-simulation suits，role-playing，and reflection prompts embedded in simulated practice and guided debriefing. Students wrote reflective journals after the experience. Content analysis was applied to these reflective journals to evaluate the educational outcomes. Results Four core themes emerged：emotional resonance（from physiological needs to psychological dignity），professional perception（from technical execution to dignity preservation），responsibility cognition（from aiding individuals to transforming systems），and behavioral transformation（from functional improvement to dignity prioritization）. Conclusion By constructing immersive scenarios and designing “critical events that trigger value reflection，” the simulation enables students to personally experience functional limitation，thereby gaining a profound understanding of older adults’ need for respect. This experience facilitates internalization of the professional responsibility to safeguard dignity.

Key words: Geriatric Nursing, Education, Nursing, Undergraduate, Curriculum Ideology and Politics, Simulation-based Experiential Teaching

王琳, 周滢, 陶幸娟. 场景驱动的老年护理学模拟体验教学课程思政设计与实践[J]. 中华护理教育, 2026, 23(6): 718-723.

WANG Lin, ZHOU Ying, TAO Xingjuan. Designing and implementing ideological education in Geriatric Nursing：a scenario-based simulation approach[J]. Chinese Journal of Nursing Education, 2026, 23(6): 718-723.

图/表 1

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场景驱动的老年护理学模拟体验教学课程思政设计与实践

Designing and implementing ideological education in Geriatric Nursing：a scenario-based simulation approach

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