Abstract:

Objective To design and explore the application effects of a narrative case-based ideological and political teaching approach in the Emergency and Critical Care Nursing course. Methods Fifteen narrative cases integrating ideological and political elements were developed for Emergency and Critical Care Nursing. Two classes were randomly divided into an experimental group（n=48） and a control group（n=47）. The experimental group applied narrative cases through a small private online course（SPOC） combined with BOPPPS （bridge-in，objective，pre-assessment，participatory learning，post-assessment，and summary），while the control group used conventional teaching cases through a general learning platform combined with lecture-based instruction. Interviews were conducted with 22 students（11 from each group） and four instructors，and teaching effectiveness was evaluated based on course scores. Results Three themes were extracted from the interviews：narrative cases enhanced students’ sense of immersion and emotional resonance；they facilitated the development of integrated technical-ethical-humanistic thinking；and classroom interaction was more active within the comprehensive intervention context，although the approach placed higher demands on instructors. The experimental group achieved higher course grades than the control group（P<0.001）. Conclusion Interview data suggest that narrative features such as complete storylines，character emotions，and value conflicts may contribute to emotional resonance and integrated technical-ethical-humanistic thinking. The SPOC+BOPPPS integrated teaching approach based on narrative cases yields better teaching outcomes.

Key words: Emergency and Critical Care Nursing, Narrative Cases, Ideological and Political Education, Teaching Design