本科护理信息学课程设计及教学实践研究

doi:10.3761/j.issn.1672-9234.2025.09.008

Abstract

Abstract:

Objective To explore the effect of integrating design thinking into Nursing Informatics courses in the context of digital transformation. Methods Nursing Informatics course in medical university-level was taken as the carrier，and 193 undergraduate nursing students enrolled in the “3+2” integrated training program were selected as the participants. The EDIPT（Empathize，Define，Ideate，Prototype，Test） model of design thinking was integrated into both theoretical and experimental teaching. The teaching effect was evaluated through course scores and changes in nursing information literacy of undergraduate nursing students before and after the course. Results The course scores of students enrolled from 2022 to 2024 were（85.70±2.34），（91.86±2.01） and （84.59±6.52），respectively. After the implementation of the teaching，the nursing information competence of undergraduate nursing students and their performance in all dimensions were significantly improved compared with before（P<0.05）. Besides，a total of 32 innovative schemes were produced by the 193 undergraduate nursing students，and four college students’ innovation and entrepreneurship projects were incubated based on these schemes. Conclusion The course design and teaching practice of Nursing Informatics integrated with design thinking can effectively promote the cultivation of information competence among undergraduate nursing students，which provide a practical reference for the reform of nursing education in the context of digital transformation.

Key words: Education, Nursing, Nursing informatics, Design thinking, Teaching reform

SHEN Jiemiao, YANG Yang, LIANG Wei, YANG Rumei, XU Qin. The application of design thinking in the design and teaching practice of Nursing Informatics course[J].Chinese Journal of Nursing Education, 2025, 22(9): 1077-1082.

Figures/Tables 3

References 22

[1]	国家卫生健康委员会. 国家卫生健康委关于印发《全国护理事业发展规划(2021-2025年)》的通知[EB/OL].(2022-04-29). https://www.gov.cn/gongbao/content/2022/content_5705846.htm.
[2]	赵恒娣, 张富康, 孙克娟, 等. 数字健康技术与护理学科交叉融合的研究进展[J]. 中国护理管理, 2025, 25(2):171-174.
	Zhao HD, Zhang FK, Sun KJ, et al. Research progress on digital health technology and nursing interdisciplinary integration[J]. Chin Nurs Manag, 2025, 25(2):171-174.
[3]	王燕燕, 刘溢思, 张丹羽, 等. 数字化转型背景下护理人才数字素养的培养途径[J]. 卫生职业教育, 2025, 43(6):8-11.
[4]	张智霖, 许嘉乐, 周兰姝. 护理信息学的发展现状及展望[J]. 军事护理, 2025, 42(1):13-16.
	Zhang ZL, Xu JL, Zhou LS. Current status and prospect of nursing informatics[J]. Mil Nurs, 2025, 42(1):13-16.
[5]	李佳帅, 汪胜峰, 胡慧玲, 等. 护理信息学课程建设与项目学习法教学实践[J]. 护理学杂志, 2024, 39(24):89-92.
	Li JS, Wang SF, Hu HL, et al. Development and implementation of a nursing informatics course[J]. J Nurs Sci, 2024, 39(24):89-92.
[6]	李思君, 王玉坦, 张园园, 等. 我国护理信息学研究热点的共词聚类分析[J]. 护理学杂志, 2022, 37(12):97-100.
	Li SJ, Wang YT, Zhang YY, et al. Co-word cluster analysis of research hotspots of nursing informatics in China[J]. J Nurs Sci, 2022, 37(12):97-100.
[7]	覃炜, 李瑾. 基于VOSviewer的护理信息学研究热点的可视化分析[J]. 当代护士(下旬刊), 2023, 30(2):9-13.
[8]	段丹, 孔令磷, 赵梦遐, 等. 我国护理信息学课程设置现状探讨[J]. 医学信息学杂志, 2021, 42(8):86-89,63.
	Duan D, Kong LL, Zhao MX, et al. Discussion on the current situation of nursing informatics curriculum in China[J]. J Med Inform, 2021, 42(8):86-89,63.
[9]	宗旭倩, 李丹钰, 袁长蓉, 等. 设计思维及其在护理领域中的应用与展望[J]. 护理学杂志, 2023, 38(13):124-129.
	Zong XQ, Li DY, Yuan CR, et al. Design thinking in health care:a review[J]. J Nurs Sci, 2023, 38(13):124-129.
[10]	Deitte LA, Omary RA. The power of design thinking in medical education[J]. Acad Radiol, 2019, 26(10):1417-1420. doi: S1076-6332(19)30078-9 pmid: 30867087
[11]	董宝光, 杜平, 彭世广, 等. 基于设计思维的项目式工程训练教学探索与实践:以“制造工程实践”课程为例[J]. 高等工程教育研究, 2025(2):21-27.
	Dong BG, Du P, Peng SG, et al. Exploration and practice of project-based engineering training teaching mode based on design thinking:taking the manufacturing engineering practice course as an example[J]. Res High Educ Eng, 2025(2):21-27.
[12]	林琳, 沈书生. 设计思维的概念内涵与培养策略[J]. 现代远程教育研究, 2016, 28(6):18-25.
	Lin L, Shen SS. The connotation and training strategies of the design thinking[J]. Mod Distance Educ Res, 2016, 28(6):18-25.
[13]	王志军, 严亚玲. 设计思维如何指导教学创新?项目化学习设计的视角[J]. 开放教育研究, 2023, 29(1):26-36.
	Wang ZJ, Yan YL. How does design thinking guide teaching Innovation? From the project-based learning design perspective[J]. Open Educ Res, 2023, 29(1):26-36.
[14]	林琳, 沈书生, 董玉琦. 设计思维的发展过程、作用机制与教育价值[J]. 电化教育研究, 2021, 42(12):13-20.
[15]	林琳, 沈书生. 美国“设计思维融入课堂教学项目”研究[J]. 比较教育研究, 2019, 41(7):67-74.
	Lin L, Shen SS. Study on the taking design thinking to schools project in American[J]. Int Comp Educ, 2019, 41(7):67-74.
[16]	陈鹏, 黄荣怀. 设计思维带来什么?基于2000—2018年WOS核心数据库相关文献分析[J]. 现代远程教育研究, 2019, 31(6):102-111.
	Chen P, Huang RH. What does design thinking bring?Based on the analysis of web of science literature between 2000 and 2018[J]. Mod Distance Educ Res, 2019, 31(6):102-111.
[17]	朱龙. 设计思维:一种面向21世纪教育创新的实践框架[J]. 数字教育, 2020, 6(1):32-35.
[18]	钟启泉. 知识建构与教学创新:社会建构主义知识论及其启示[J]. 全球教育展望, 2006, 35(8):12-18.
[19]	胡小勇, 朱龙. 面向创造力培养的设计思维模型与案例[J]. 现代远程教育研究, 2018, 30(3):75-82.
[20]	贺玮, 郑裕东, 何志巍. 医工交叉领域专业学位研究生“产-教-医三位一体”培养模式初探[J]. 北京科技大学学报(社会科学版), 2025, 41(3):30-36.
[21]	Zhang P, Kamel Boulos MN. Privacy-by-design environments for large-scale health research and federated learning from data[J]. Int J Environ Res Public Health, 2022, 19(19):11876.
[22]	王玲, 熊维, 荣凌, 等. 健康医疗数据共享背景下中国患者隐私保护相关研究现状[J]. 中国医学伦理学, 2024, 37(7):778-784.
	Wang L, Xiong W, Rong L, et al. Current situation of research related to patient privacy protection in China in the context of healthcare data sharing[J]. Chin Med Ethics, 2024, 37(7):778-784.

The application of design thinking in the design and teaching practice of Nursing Informatics course

HTML

PDF(PC)

Like

Knowledge

Abstract

Cite this article

share this article

Figures/Tables 3

References 22

Related Articles 15

Metrics

Comments

Recommended 0

[1]	WU Fangqin, WU Ying, WANG Yanling, WANG Qiushi, WANG Huiying, MIAO Yiqun, DENG Ying, SHI Lisha. Construction and application of a virtual teaching system with generative scenarios for clinical thinking training [J]. Chinese Journal of Nursing Education, 2025, 22(9): 1029-1035.
[2]	SHI Manfei, QIAN Yuhang, YANG Shuqi, HUANG Zongan, WANG Jiaqing, XING Weijie, ZHOU Yingfeng, HU Yan, ZHU Zheng. Construction and evaluation of an evidence-based nursing knowledge question-answering agent driven by knowledge base and multi-model collaboration [J]. Chinese Journal of Nursing Education, 2025, 22(9): 1036-1042.
[3]	GE Hui, ZHANG Xingchen, HU Huiling, LI Jiashuai, WU Xue. Design and application evaluation of the nursing informatics intelligent question-answering system based on generative artificial intelligence [J]. Chinese Journal of Nursing Education, 2025, 22(9): 1043-1048.
[4]	FANG Hengying, QU Fenglei, CHENG Long, HU Wangjing, JIA Jiaxin, LI Huijuan. Development of an artificial intelligence training system for clinical nursing decision-making thinking in acute left heart failure and its application effect among newly recruited nurses [J]. Chinese Journal of Nursing Education, 2025, 22(9): 1049-1056.
[5]	BU Haoning, CHANG Qihang, WANG Xue, YU Jiaxin, AN Libin, LI Wentao. The application of artificial intelligence technology in nursing education：a systematic review [J]. Chinese Journal of Nursing Education, 2025, 22(9): 1057-1064.
[6]	PENG Tao, LI Yu, KUANG Yunyun, LAI Linyu, LIU Xin, HE Yongqin, ZHANG Yumei. Qualitative studies on nursing students’ experiences and perceptions of artificial intelligence in nursing education：a meta-synthesis [J]. Chinese Journal of Nursing Education, 2025, 22(9): 1065-1072.
[7]	REN Yuwen, ZHOU Yunxian, WANG Ying. The development and application of a value-added evaluation scheme for Foundational Nursing Laboratory courses on undergraduate level [J]. Chinese Journal of Nursing Education, 2025, 22(9): 1083-1090.
[8]	WANG Dongyu, DONG Lixia, ZENG Lan, XU Linfang, ZHU Jiayi, ZHANG Fengying. Practice and effect analysis of blended teaching reform in Nursing Ethics course [J]. Chinese Journal of Nursing Education, 2025, 22(9): 1091-1096.
[9]	LIU Qingzhi, ZHAO Yishu, WANG Mei, CHEN Shifeng, ZHAO Yixin. The application of Gibbs’ Reflective Cycle in the clinical nursing teaching of gastroenterology [J]. Chinese Journal of Nursing Education, 2025, 22(9): 1097-1101.
[10]	ZHANG Jing, LUO Ting, HE Lin, WANG Jiao, ZHANG Mingmin, WANG Hong. Analysis of the mediating effect of psychological resilience between emotional intelligence and innovation ability in undergraduate nursing interns [J]. Chinese Journal of Nursing Education, 2025, 22(9): 1102-1107.
[11]	ZHOU Hongting, SUI Weijing, ZHUANG Yiyu. Bibliometric analysis of nurse training transfer in nursing staffs [J]. Chinese Journal of Nursing Education, 2025, 22(9): 1114-1118.
[12]	ZU Xiqian, ZHANG Jing, CHEN Fuying, TIAN Miao, WANG Jia, GUO Chunhua. Construction and preliminary application of a health literacy education program for patients undergoing total knee arthroplasty [J]. Chinese Journal of Nursing Education, 2025, 22(9): 1119-1126.
[13]	SHENG Guixiao, SANG Ming, MEI Binbin, YANG Liping. Evidence summary for non-pharmacological management of non-alcoholic fatty liver disease [J]. Chinese Journal of Nursing Education, 2025, 22(9): 1133-1140.
[14]	DUAN Bomei, MEI Yongxia, WANG Xiaoxuan, ZHANG Jie, ZHANG Zhenxiang. Research progress on sense of agency of patients with chronic diseases [J]. Chinese Journal of Nursing Education, 2025, 22(9): 1141-1146.
[15]	HUANG Xiaojiao, TAN Yan, QI Yi. Development of evidence-based popular science works on postoperative dietary management for liver cancer patients [J]. Chinese Journal of Nursing Education, 2025, 22(8): 1013-1019.