护理专业师生对“五育并举”人文素质教育方案的认知和体验研究

doi:10.3761/j.issn.1672-9234.2026.01.002

摘要/Abstract

摘要：

目的了解护理师生对“五育并举”人文素质教育方案的认知和实践体验。方法于2025年2月—3月，对参与人文素质教育方案的12名护理本科生和7名导师进行半结构式访谈，采用内容分析法对访谈资料进行编码分析。结果提炼出3个主题和12个亚主题，包括师生对“五育并举”内涵的认知与价值认同（德育是护理人文的灵魂与底线，智育是临床思维与跨学科能力的支撑，体育是职业韧性的基础，美育是情感表达与职业温度的载体，劳育是责任与奉献的试金石）；教育活动中的关键体验与情感触发（德育——在榜样示范中实现价值内化与代际传递，智育——在跨学科视野中升华职业认同，体育与劳育——在实践中锤炼职业韧性，美育——在关怀互动中感知与表达职业温度，同伴影响——“五育”实践中的群体社会化过程）；师生对“五育并举”人文素质教育未来的展望（学生期待更自主、更个性化、更智能的人文素质教育，教师呼吁建立更科学、可持续的制度保障与评价体系）。结论护理专业师生对“五育并举”在人文素质教育中的内涵与价值达成了基本一致，教育活动通过情境实践载体、情感触动催化、师生互动关系支撑促进学生人文素养的深层转化，充分发挥了“五育”的协同作用。

关键词: 五育并举, 人文素质, 护理教育, 师生, 质性研究

Abstract:

Objective This qualitative study aimed to explore the perceptions and lived experiences of nursing students and faculty regarding a humanistic literacy cultivation program rooted in the “Five-Education Integration” framework. Methods Between February and March 2025，semi-structured interviews were conducted with a purposive sample of 12 undergraduate nursing students and 7 faculty tutors who participated in the program. Interview data were transcribed verbatim and analyzed using qualitative content analysis. Results Three primary themes with twelve constituent sub-themes emerged from the analysis. First，regarding the conceptual understanding and value attribution of “Five-Education Integration”，participants identified moral education as the foundational principle and moral bottom line of nursing humanities；intellectual education as crucial for developing clinical reasoning and interdisciplinary competencies；physical education as the bedrock of professional resilience；aesthetic education as a medium for emotional articulation and cultivating compassionate care；and labor education as a testament to professional commitment and dedication. Second，key experiential encounters and emotional catalysts included：the internalization of values and intergenerational transmission of virtues fostered by role modeling in moral education；the elevation of professional identity through expanded interdisciplinary perspectives in intellectual education；the forging of professional resilience via the combined application of physical and labor education；the perception and expression of professional warmth within caring interactions facilitated enabled by aesthetic education；and the peer-influenced collective socialization process inherent in the program’s activities. Third，future-oriented perspectives revealed student desires for more self-directed，personalized，and technology-enhanced educational experiences，whereas faculty emphasized the need for robust，sustainable institutional mechanisms and evidence-based evaluation systems. Conclusion Teachers and students in the nursing profession have reached a basic consensus on the connotations and value of “Five-Education Integration” in humanistic quality education. Educational activities promote the deep transformation of students’ humanistic qualities through situational practice，emotional triggers，and the support of teacher-student interactions，thereby fully leveraging the synergistic effects of the five educations.

Key words: Five-Education Integration, Humanistic Literacy, Nursing Education, Teachers and Students, Qualitative Research

徐丹, 李惠玲, 田利, 孟红燕, 文稀, 卢海霞. 护理专业师生对“五育并举”人文素质教育方案的认知和体验研究[J]. 中华护理教育, 2026, 23(1): 16-22.

XU Dan, LI Huiling, TIAN Li, MENG Hongyan, WEN Xi, LU Haixia. A study on nursing faculty and students’ perceptions and experiences of the “Five-Education Integration” program for cultivating humanistic qualities[J]. Chinese Journal of Nursing Education, 2026, 23(1): 16-22.

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