基于HOPE框架的“三课堂”设计在《成人健康护理学》实践课程中的应用研究

Application Research of the “Three Classrooms” Design Based on the HOPE Framework in the Practical Course of “Adult Health Nursing”

摘要: 目的：探索HOPE框架与“三课堂”在《成人健康护理学》实践课程中的融合路径及育人效果。方法：采用便利抽样法，选取2021级护理本科生157人，分为干预组(HOPE + 三课堂模式)和对照组(传统教学)。通过实践考核、人文关怀能力量表、霍尔职业精神量表、大学生创新行为量表及课程思政教学效果评价等分析效果。结果：教学后，采用“HOPE + 三课堂”教学设计的干预组在实践课程成绩(93.48 ± 10.0)分、人文关怀能力(196.16 ± 13.06)分、职业精神态度(68.95 ± 13.16)分和创新行为(64.91 ± 13.38)分均显著优于对照组，且课程思政教学效果也得到了显著提升(P < 0.05)。结论：HOPE思政模块与“三课堂”的整合有效解决护理实践教学中资源不均、思政融入不足问题，构建“思政–专业–技术”三位一体的实践教学新路径。

Abstract: Objective: This study aims to explore the integration pathway and educational effectiveness of combining the HOPE framework with the “Three Classrooms” approach in the practical course of “Adult Health Nursing.” Methods: A convenience sampling method was employed to select 157 undergraduate nursing students from the 2021 cohort, who were randomly divided into an intervention group (HOPE + Three Classrooms model) and a control group (traditional teaching model). The effectiveness was evaluated through practical assessments, the Humanistic Care Ability Scale, the Hall Professionalism Scale, the College Students’ Innovative Behavior Scale, and an evaluation of the ideological and political education outcomes within the course. Results: Following the intervention, the group taught using the “HOPE + Three Classrooms” model demonstrated significantly higher scores in practical performance (93.48 ± 10.0), humanistic care ability (196.16 ± 13.06), professional attitude (68.95 ± 13.16), and innovative behavior (64.91 ± 13.38) compared to the control group. Additionally, the integration of ideological and political education showed marked improvement (P < 0.05). Conclusion: Integrating the HOPE ideological and political module with the “Three Classrooms” strategy effectively addresses challenges such as uneven resource distribution and insufficient integration of ideological and political content in nursing practical instruction, thereby establishing a new trinity-based practical teaching model that combines ideology, professionalism, and technical skills.