本科护理学专业人体解剖学课程的改革与效果评价研究

doi:10.3761/j.issn.1672-9234.2026.10.009

中华护理教育 ›› 2026, Vol. 23 ›› Issue (10): 1201-1207.doi: 10.3761/j.issn.1672-9234.2026.10.009

本科护理学专业人体解剖学课程的改革与效果评价研究

王依滢¹(), 张晓竹¹, 范克瑞², 冉建华², 刘源劼², 甘胜伟², 黄娟², 谢世麒¹, 盛华均², 朱淑娟²^,^*()

¹ 重庆医科大学护理学院重庆市 400016
² 重庆医科大学基础医学院人体解剖与组织胚胎学系重庆市 400016

收稿日期:2026-03-02 出版日期:2026-10-15 发布日期:2026-10-15
通讯作者: *朱淑娟，E-mail：shujuanzhu@cqmu.edu.cn
作者简介:王依滢：女，博士，讲师，E-mail：843087983@qq.com
作者贡献声明
研究构思与设计为王依滢、谢世麒、朱淑娟、盛华均，研究实施为王依滢、甘胜伟、范克瑞、张晓竹，数据收集为王依滢、张晓竹、刘源劼，统计分析为黄娟、冉建华，论文撰写与修订为王依滢、朱淑娟。
基金资助:
重庆市教育委员会人文社会科学研究项目(24SKGH047)

Course reform and effect evaluation of Human Anatomy for undergraduate nursing majors

WANG Yiying¹(), ZHANG Xiaozhu¹, FAN Kerui², RAN Jianhua², LIU Yuanjie², GAN Shengwei², HUANG Juan², XIE Shiqi¹, SHENG Huajun², ZHU Shujuan²^,^*()

¹ School of Nursing， Chongqing Medical University， Chongqing 400016， China
² Department of Human Anatomy， Histology and Embryology，School of Basic Medical Sciences，Chongqing Medical University， Chongqing 400016， China

Received:2026-03-02 Online:2026-10-15 Published:2026-10-15
Contact: *ZHU Shujuan，E-mail：shujuanzhu@cqmu.edu.cn
Supported by:
Humanities and Social Sciences Research Project of Chongqing Municipal Education Commission(24SKGH047)

摘要/Abstract

摘要：

目的探讨本科护理学专业人体解剖学课程的改革效果。方法便利抽取重庆某医科大学2023级本科护理学专业2个班级共212名学生作为研究对象，以班级为单位，将其随机分为试验组（n=106）和对照组（n=106）。在人体解剖学课程3个章节中，试验组接受多维度协同的创新教学（包括由具备护理学与基础医学双背景的教师授课、教学内容中融入护理专业核心课程知识、深化“以学生为中心”的教学方式与方法、融入知识图谱）；对照组接受常规教学。通过研究前后对两组开展知识测试，以及课程结束后对两组进行学习满意度、学习参与度和专业认同感调查，评估课程的改革效果。结果试验组研究后的知识测试成绩高于对照组；对教学过程的详细设计的满意度高于对照组（均P<0.05）。课程结束后，两组学习参与度和专业认同感得分比较，差异无统计学意义（P>0.05）。结论改革能提升护理本科生对改革所涉章节知识的掌握水平及对教学过程设计的认可度，但对学生学习参与度及专业认同感的影响仍有待深入验证。

关键词: 人体解剖学, 教育, 护理, 课程改革, 知识图谱, 人工智能

Abstract:

Objective To evaluate the reform effect of the Human Anatomy course for undergraduate nursing students. Methods A total of 212 nursing undergraduate from two classes of Grade 2023 at a medical university in Chongqing were conveniently selected as participants. Taking classes as units，the students were randomly assigned to the experimental group（n=106） and the control group（n=106）. In three chapters of the Human Anatomy course，the experimental group received multidimensional collaborative innovative teaching，including lectures delivered by teachers with dual backgrounds in nursing and basic medicine，integration of core nursing professional knowledge into teaching content，further adoption of student-centered teaching modes and methods，and development of the course knowledge graph. The control group received conventional teaching. The reform effect was evaluated by pre- and post-study knowledge tests for both groups，as well as questionnaires on learning satisfaction，learning engagement and professional identity administered upon course completion. Results After the intervention，the knowledge test scores of the experimental group were significantly higher than those of the control group，and their satisfaction with the detailed design of the teaching process was also significantly higher（both P<0.05）. However，no statistically significant differences were found between the two groups in learning engagement or professional identity scores after the course（P>0.05）. Conclusion The reform can improve undergraduate nursing students’ mastery of course knowledge and their recognition of teaching design. Nevertheless，its effects on students’ learning engagement and professional identity remain to be further verified.

Key words: Human Anatomy, Education, Nursing, Course Reform, Knowledge Graph, Artificial Intelligence

王依滢, 张晓竹, 范克瑞, 冉建华, 刘源劼, 甘胜伟, 黄娟, 谢世麒, 盛华均, 朱淑娟. 本科护理学专业人体解剖学课程的改革与效果评价研究[J]. 中华护理教育, 2026, 23(10): 1201-1207.

WANG Yiying, ZHANG Xiaozhu, FAN Kerui, RAN Jianhua, LIU Yuanjie, GAN Shengwei, HUANG Juan, XIE Shiqi, SHENG Huajun, ZHU Shujuan. Course reform and effect evaluation of Human Anatomy for undergraduate nursing majors[J]. Chinese Journal of Nursing Education, 2026, 23(10): 1201-1207.

图/表 2

参考文献 19

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本科护理学专业人体解剖学课程的改革与效果评价研究

Course reform and effect evaluation of Human Anatomy for undergraduate nursing majors

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