真实性学习在人文护理综合能力训练课程设计与教学实践中的应用研究

doi:10.3761/j.issn.1672-9234.2025.05.004

摘要/Abstract

摘要：

目的探讨真实性学习在人文护理综合能力训练课程中的应用效果。方法基于真实性学习，对人文护理综合能力训练课程进行教学设计，步骤包括明确教学目标、确定教学主题、教学实施设计、教学资源建设和教学评价设计。2023年4月—6月对该校397名2020级护理专业本科生实施教学。课程开始前、结束后，采用人文关怀量表评估学生的人文关怀能力。课程结束后，通过分析学生反思日记内容评估教学效果；组织开展教学满意度调查和座谈会，了解学生对课程的满意度及建议。结果课程结束后，护理本科生的人文关怀能力总得分及理解、耐心维度得分均高于课程开始前（P<0.001）。以课程主题“共情”为例，根据学生反思日记内容提炼出4个主题，即理解了共情的内涵、明晰了共情的作用、坚定了践行共情的信念、领悟了共情的实施途径。分别有99.2%（377/380）、98.7%（375/380）的学生对教学质量、教学设计表示满意。学生期待教师加强对反思日记完成情况的反馈、提升角色扮演和真实案例的挑战度、丰富考核的内容与形式等。结论基于真实性学习的人文护理综合能力训练课程有助于提升护理本科生的人文关怀能力，学生对教学的满意度较高，但仍需结合学生建议对教学进行优化。

关键词: 教育, 护理, 真实性学习, 人文关怀能力, 课程改革

Abstract:

Objective To evaluate the teaching practice of a Comprehensive Humanistic Nursing Competency Training course based on authentic learning. Methods A teaching design was developed for the Comprehensive Humanistic Nursing Competency Training course based on authentic learning，including clarifying teaching objectives，determining teaching themes，designing teaching implementation，constructing teaching resources，and establishing teaching evaluation. The course was implemented from April to June 2023 among 397 undergraduate nursing students（class of 2020）. Students' humanistic care ability was assessed using the Caring Ability Inventory（CAI） before and after the course. Post-course evaluations included students' reflection diaries to assess teaching effects，teaching satisfaction surveys，and students' feedback. Results After the course，the total score of CAI and scores in the understanding and patience dimensions significantly increased compared to pre-course levels（P<0.001）. Taking the “empathy” theme as an example，analysis of reflection diaries revealed four key themes namely understanding the connotation of empathy，clarifying the role of empathy，strengthening the belief in practicing empathy，and summarizing the implementation methods of empathy. The satisfaction rates reached 99.2%（377/380）for teaching quality and 98.7%（375/380） for instructional design. Students suggested ways for further improvements including enhancing feedback on reflection diaries，increasing challenge levels in role-playing and real-case scenarios，and diversifying assessment methods. Conclusion The authentic learning-based Comprehensive Humanistic Nursing Competency Training course can effectively enhance nursing undergraduates' humanistic care abilities with high student satisfaction. Further optimizations should incorporate students'suggestions for improvement.

Key words: Education, Nursing, Authentic learning, Humanistic care abilities, Curriculum reform

赵思奇, 杨凤娟, 李妍, 李宇杰, 齐伟静. 真实性学习在人文护理综合能力训练课程设计与教学实践中的应用研究[J]. 中华护理教育, 2025, 22(5): 535-540.

ZHAO Siqi, YANG Fengjuan, LI Yan, LI Yujie, QI Weijing. The application of authentic learning in the design and teaching practice of Comprehensive Humanistic Nursing Competency Training course[J]. Chinese Journal of Nursing Education, 2025, 22(5): 535-540.

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