融入整合性知识转化的循证护理学课程的教学设计与应用研究

doi:10.3761/j.issn.1672-9234.2026.01.006

Abstract

Abstract:

Objective To explore the teaching effect of the Evidence-Based Nursing course integrated with integrated knowledge translation（IKT）. Methods Combined with IKT framework，the teaching design of the Evidence-Based Nursing course was developed. From September 2024 to January 2025，59 postgraduate nursing students（Grade 2024） from a university in Fujian Province，were selected as the participants，and the designed teaching was implemented. The teaching effect was evaluated by the course scores and the results of focus group interviews with the 59 postgraduate nursing students. Results The average course score of the 59 postgraduate nursing students was（83.72±4.36）. Three themes were extracted from the interview data：1）the process of Evidence-Based Nursing course learning as progressing from cognitive enhancement to value identification；2）real-world challenges encountered during course learning；and 3）expectations for the continuous improvement of Evidence-Based Nursing course teaching. Conclusion The teaching of evidence-based nursing courses integrated with IKT has enhanced students’ acquisition of evidence-based knowledge and skills，and deepened their understanding of the clinical value of evidence-based nursing as well as its knowledge translation pathways. However，further improvements are needed in areas such as course resource development，clarifying of learning objectives，and clinical collaboration mechanisms.

Key words: Education, Nursing, Graduate, Evidence-Based Nursing, Integrated Knowledge Translation, Teaching Reform

CHEN Shaohua, LIU Yu, HUANG Feifei, QIU Pingping, HU Rong, SONG Jihong. Teaching design and application of Evidence-Based Nursing courses integrating integrative knowledge translation[J].Chinese Journal of Nursing Education, 2026, 23(1): 42-48.

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Teaching design and application of Evidence-Based Nursing courses integrating integrative knowledge translation

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