基础护理学课程知识图谱的构建及应用研究

doi:10.3761/j.issn.1672-9234.2026.01.005

中华护理教育 ›› 2026, Vol. 23 ›› Issue (1): 35-41.doi: 10.3761/j.issn.1672-9234.2026.01.005

基础护理学课程知识图谱的构建及应用研究

贾晶晶(), 马文辉, 桂园园, 毛芳, 刘红敏^*()

齐齐哈尔医学院护理学院黑龙江省齐齐哈尔市 161006

收稿日期:2025-07-01 出版日期:2026-01-15 发布日期:2026-01-13
通讯作者: *刘红敏，E-mail：hmliu1975@163.com
作者简介:贾晶晶：女，硕士，讲师，E-mail：jia218023@163.com
基金资助:
齐齐哈尔医学院教育科研项目(QYJY20240103)

Construction and application of a knowledge graph for the Fundamentals of Nursing course

JIA Jingjing(), MA Wenhui, GUI Yuanyuan, MAO Fang, LIU Hongmin^*()

School of Nursing，Qiqihar Medical University，Qiqihar 161006，Heilongjiang Province，China

Received:2025-07-01 Online:2026-01-15 Published:2026-01-13
Contact: *LIU Hongmin，E-mail：hmliu1975@163.com
Supported by:
Educational Research Project of Qiqihar Medical University(QYJY20240103)

摘要/Abstract

摘要：

目的构建基础护理学课程知识图谱并评价其初步应用效果。方法整合基础护理学课程教学内容与资源后，通过本体构建—知识抽取—知识融合—知识存储与可视化，构建基础护理学课程知识图谱。采取便利抽样法，选取黑龙江省某高校2023级300名护理本科生作为试验组，该校2022级313名护理本科生作为对照组，将构建的知识图谱应用于试验组基础护理学课程理论教学，对对照组实施常规理论教学，比较两组课程成绩、教学前后的深度学习能力、学习投入得分。结果最终构建包含5个核心模块、146个知识单元，以及挂载120个临床场景化微课、179份拓展资源、725道阶梯式训练题的基础护理学课程知识图谱。试验组课程成绩（除过程性考核成绩）、深度学习能力总条目均分及各维度（除沟通表达维度）条目均分、学习投入总条目均分及各维度（除认知投入维度）条目均分高于对照组（P<0.05）。结论构建基础护理学课程知识图谱并将其融入教学有助于提升学生课程学习效果、深度学习能力与学习投入水平，为提升护理核心课程教学水平、深化智慧教学改革提供了创新路径。

关键词: 知识图谱, 基础护理学, 深度学习能力, 学习投入

Abstract:

Objective To construct a knowledge graph for the Fundamentals of Nursing course and evaluate its preliminary application effect. Methods After integrating the teaching content and resources of the Fundamentals of Nursing course，a knowledge graph for the course was built through ontology construction，knowledge extraction，knowledge fusion，and knowledge storage and visualization. By means of convenience sampling，300 nursing undergraduates of Grade 2023 from a university in Heilongjiang Province were selected as the experimental group，and 313 nursing undergraduates of Grade 2022 from the same university as the control group. The constructed knowledge graph was applied to the theoretical teaching of the Fundamentals of Nursing course for the experimental group，while conventional theoretical teaching was adopted for the control group. The course scores，deep learning ability，and learning engagement scores of the two groups were compared before and after the teaching intervention. Results The final constructed knowledge graph for the Fundamentals of Nursing course included 5 core modules，146 knowledge units，accompanied by 120 clinical scenario-based microcourses，179 extended resources，and 725 stepped training questions attached. Compared with the control group，the experimental group achieved higher scores in final course performance（excluding process assessment results），the total average score of deep learning ability as well as the average scores of all its dimensions（excluding communication and expression），along with the total average score of learning engagement and average scores of all dimensions（excluding cognitive engagement）（P<0.05）. Conclusion Constructing the knowledge graph for the Fundamentals of Nursing course and integrating it into teaching not only helps to improve students’ course learning effects，deep learning ability，and learning engagement level，but also provides an innovative path for enhancing the teaching quality of core nursing courses and deepening the reform of intelligent teaching.

Key words: Knowledge Graph, Fundamentals of Nursing, Deep Learning Ability, Learning Engagement

贾晶晶, 马文辉, 桂园园, 毛芳, 刘红敏. 基础护理学课程知识图谱的构建及应用研究[J]. 中华护理教育, 2026, 23(1): 35-41.

JIA Jingjing, MA Wenhui, GUI Yuanyuan, MAO Fang, LIU Hongmin. Construction and application of a knowledge graph for the Fundamentals of Nursing course[J]. Chinese Journal of Nursing Education, 2026, 23(1): 35-41.

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基础护理学课程知识图谱的构建及应用研究

Construction and application of a knowledge graph for the Fundamentals of Nursing course

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