基于LICC范式的课程思政视域下健康评估课程教学评价实施成效的现状调查

Investigation on the Current Status of Teaching Evaluation Implementation in Health Assessment Courses from the Perspective of Curriculum-Based Ideological and Political Education

摘要: 目的：探讨课程思政视域下健康评估课程的教学评价实施现状，分析其对护理本科生人文素养及学习效果的影响，为优化护理专业课程思政建设提供依据。方法：采用便利抽样法，于2024年10~11月对新疆某医科大学2023级护理本科生进行网络问卷调查。基于问卷星平台设计问卷，涵盖一般人口学资料、课程思政教学评价、人文素养及学习效果四个维度。采用SPSS 26.0进行统计描述分析。结果：课程思政教学评价显示，92.39%的学生认为其价值观念受到触动，79.35%的学生主动参与课程互动，91.3%的学生认可教学内容贴近实际生活。人文素养调查中，58.70%的学生认为人文素养“非常重要”，96.74%的学生参与过人文相关课程或活动，97.87%的学生关注社会热点问题。学习效果方面，95.65%的学生认为课程思政有助于培养科研与创新精神，96.74%的学生表示课程强化了其职业使命感与“健康中国”战略认同。结论：课程思政视域下的健康评估课程对护理本科生价值观塑造、人文素养提升及学习行为优化具有显著正向影响，但其协同育人效果仍受教师育人主动性与思政元素融合深度的制约。未来需加强课程思政与人文教育的深度融合，完善教学设计，以培养兼具专业技能与职业精神的复合型护理人才。

Abstract: Objective: To explore the current implementation of teaching evaluation in the Health Assessment course from the perspective of curriculum ideology and politics, analyze its impact on the humanistic literacy and learning outcomes of nursing undergraduates, and provide a basis for optimizing the construction of curriculum ideology and politics in nursing majors. Methods: A convenience sampling method was used. From October to November 2024, an online questionnaire survey was conducted among nursing undergraduates of the class of 2023 at a medical university in Xinjiang. The questionnaire was designed on the Wenjuanxing platform, covering four dimensions: general demographic information, teaching evaluation of curriculum ideology and politics, humanistic literacy, and learning outcomes. Statistical descriptive analysis was performed using SPSS 26.0. Results: The teaching evaluation of curriculum ideology and politics showed that 92.39% of the students felt that their values had been touched, 79.35% of the students actively participated in classroom interactions, and 91.3% of the students recognized that the teaching content was close to real life. In the humanistic literacy survey, 58.70% of the students considered humanistic literacy to be “very important”, 96.74% of the students had participated in humanistic-related courses or activities, and 97.87% of the students paid attention to social hot issues. In terms of learning outcomes, 95.65% of the students believed that curriculum ideology and politics were helpful in cultivating scientific research and innovation spirit, and 96.74% of the students indicated that the course had strengthened their sense of professional mission and their identification with the “Healthy China” strategy. Conclusion: The Health Assessment course from the perspective of curriculum ideology and politics has a significant positive impact on the value shaping, humanistic literacy improvement, and learning behavior optimization of nursing undergraduates. However, its collaborative education effect is still restricted by the teachers’ initiative in education and the depth of integration of ideological and political elements. In the future, it is necessary to strengthen the in-depth integration of curriculum ideology and politics and humanistic education, and improve teaching design to cultivate compound nursing talents with both professional skills and professional spirit.