Abstract:

Under the guidance of the “Double High Program” for vocational education quality development，this study addressed key challenges in nursing basic medical curricula，including disciplinary fragmentation，insufficient practical training，and faculty’s limited clinical expertise. Centered on nursing scenarios，six basic medical courses—Human Anatomy，Physiology，Pathology，Pharmacology，Pathogenic Biology and Immunology，and Biochemistry—were integrated into four core modules：Human Structure and Metabolism，Disease Mechanisms and Nursing Practice，Disease Prevention and Control and Nursing Fundamentals，and Comprehensive Clinical Medicine Training. The theory-practice class hour ratio was reconstructed，and a dual teacher ability enhancement plan was implemented. The reform achieved significant outcomes：the final examination scores of basic medical courses for students（86.5±8.2） were significantly higher than those of previous years（72.3±10.5），with a statistically significant difference（P<0.001）；the excellent rate in clinical skills assessment increased from 20% in previous years to 42%，also demonstrating a statistically significant difference（P<0.001）. The “curriculum integration-practice enhancement-faculty development-evaluation loop” model provides a replicable paradigm for higher vocational nursing education.

Key words: Double High Program, Nursing Majors, Basic Medical Courses, Teaching Reform, Curriculum Integration