目的 探讨叙事教学法联合项目驱动教学法在高职老年护理学教学中的应用效果。方法 完善老年护理学课程的教学设计，具体步骤包括制订教学目标、确定项目及其任务、明确叙事教学素材与策略。选取来自安徽省某高职院校2021级护理专业2个平行班的112名学生为研究对象，对其实施叙事教学联合项目驱动教学。课程结束后，通过老年护理学教学评价表、期末理论和技能考核成绩、老化知识测评问卷、对老年人的态度量表进行教学效果评价。结果 课程实施后，84.82%（95/112）的学生表示喜欢目前老年护理学的教学方式，89.29%（100/112）的学生表示教学方法恰当、体现了因材施教的原则、能激发学生学习兴趣，83.04%（93/112）的学生表示学习本课程后，能接受将来从事老年护理工作；学生期末理论、技能考核得分均数分别为81.25分、83.54分，及格率分别为95.54%（107/112）、99.11%（111/112）；学生老化知识得分高于课程实施前（P<0.001）；学生对老年人的积极态度、消极态度得分及态度总分均高于课程实施前（P<0.001）。结论 叙事教学法联合项目驱动教学法在高职老年护理学教学中的应用有助于增强学生学习兴趣，提升其学习效果、老化知识水平，改善其对老年人的态度。

Objective To explore the application effect of narrative teaching method combined with project-driven teaching method in the teaching of geriatric nursing in higher vocational colleges. Methods The teaching design of geriatric nursing courses was improved by formulating teaching objectives，determining project tasks，clarifying narrative materials，and formulating narrative strategies. A total of 112 students from two parallel classes of nursing majors in grade 2021 in a higher vocational college were selected as the research subjects，and narrative teaching combined with project-driven teaching was implemented. After the end of the course，the teaching effect was evaluated using the geriatric nursing teaching evaluation form，final theoretical and skill assessment results，the Chinese version of the Facts on Aging Quiz Scale，and Chinese version of Kogan’s Attitude toward Older People Scale. Results After the implementation of the course，84.82%（95/112） of the students liked the current teaching method of geriatric nursing，89.29%（100/112） of the students said the teaching method was appropriate，reflecting the principle of individualized teaching and could stimulate students’ interest in learning，and 83.04%（93/112） of the students could accept engaging in geriatric nursing work after learning the course；the average scores of the final theory and skill assessments were 81.25 and 83.54，respectively，and the pass rates were 95.54%（107/112） and 99.11% （111/112），respectively；the scores of aging knowledge were higher than those before learning the course（P<0.001）；the scores of positive attitudes towards older adults，negative attitudes，and total attitudes were all higher than those before learning the course（P<0.001）. Conclusion The application of narrative teaching method combined with project-driven teaching method in the teaching of geriatric nursing in higher vocational colleges can help improve students’ learning interest，enhance their learning effect and aging knowledge level，and improve their attitude towards older adults.