科研导师制在护理专业本科生科研能力培养中应用的范围综述

doi:10.3761/j.issn.1672-9234.2026.07.019

摘要/Abstract

摘要：

目的对科研导师制在护理本科教育中的设计要素及实施过程进行综述。方法检索中国知网、万方、维普、Web of Science核心数据合集、PubMed、Embase、CINAHL、Scopus、谷歌学术数据库中有关护理本科教育中实施科研导师制的相关文献，检索时限为建库至2025年9月30日。结果共纳入25篇文献。各研究科研导师遴选标准不同。科研导师制开展科研教学形式包括一对一导师制、学院-临床双导师制、科研团队导师制。各项研究科研导师制的科研教学时机、场景、内容、频率、评价指标及评价方式也存在差异。结论未来应合理设置科研导师遴选标准，充分考虑教育资源现状选择合适的形式，遵循护理本科生科研认知规律设计科研导师制教学时机、场景、内容、频率，构建多元维度的教学效果评价体系及评价工具。

关键词: 教育, 护理, 学生, 护理, 科研导师制, 范围综述

Abstract:

Objective To review the current status of research mentorship implementing in undergraduate nursing education. Methods Relevant literature concerning the implementation of research mentorship in undergraduate nursing education was searched across CNKI，Wanfang Data，VIP，Web of Science，PubMed，Embase，CINAHL，Scopus，Google Scholar. The search period was from database inception to September 30，2025. Results A total of 25 studies were included. The selection criteria for research mentors varied. Research mentorship models included one-on-one mentorship，college-clinical dual mentorship，and research team mentorship. Differences also existed in the timing，scenarios，content，frequency，evaluation indicators，and evaluation methods of research mentorship programs. Conclusion Future research mentor selection should be rationally standardize mentor selection and choose appropriate models based on existing educational resources. The timing，scenarios，content，and frequency of research mentorship programs should follow the cognitive development patterns of undergraduate nursing students，and a multidimensional evaluation system and tools should be established to assess teaching effectiveness.

Key words: Education, Nursing, Students, Nursing, Research Preceptorship, Scoping Review

李钥, 彭歆, 于琳, 谢姣. 科研导师制在护理专业本科生科研能力培养中应用的范围综述[J]. 中华护理教育, 2026, 23(7): 891-897.

LI Yao, PENG Xin, YU Lin, XIE Jiao. The scoping review on the implementation status of research mentorship programs in nursing undergraduate education[J]. Chinese Journal of Nursing Education, 2026, 23(7): 891-897.

图/表 2

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