Abstract:

The Nurse-patient Communication Skills Course is an important bridging course for nursing students during the transition from campus learning to clinical practice. To solve the three major pain points of low communication self-efficacy，disconnection between theoretical learning and practical application，and weak humanistic qualities in course teaching，the reform of the course was guided by the four learning environment factors of constructivism learning theory “circumstances，collaboration，dialogue and meaning-making”. A scenario-task based content module was reconstructed to link theoretical knowledge with clinical scenarios，and to highlight higher-order thinking. A “design-thinking-driven integrated problem-based learning（DPL）” approach was developed to cultivate students’ ability to solve the problems with innovative thinking. Besides，the characteristic of integrating knowledge with practice in the ideological and political theory education was created to cultivate students’ medical humanistic spirit and a whole-process，multi-subject，and multi-means evaluation mechanism was built up to enhance the challenge of assessment. After multiple rounds of teaching practice，the course has achieved significant results. It can provide references for the teaching innovation of other similar nursing courses.

Key words: Education, Nursing, Curriculum reform, Teaching innovation, Nurse-patient communication