融入课程思政的“四阶段”临床护理教学查房模式的设计与实施

Design and Implementation of a “Four-Stage” Clinical Nursing Teaching Round Model Incorporating Curriculum-Based Ideological and Political Education

摘要: 目的：构建融入课程思政的“四阶段”临床护理教学查房模式并评价其实施效果。方法：构建思政元素融入的临床护理教学查房内容体系，设计“构思–设计–实现–运作”四阶段(CDIO)教学查房模式，并在48名临床实习护理本科生中开展教学改革。采用自身前后对照，运用量性研究方法对评判性思维能力、职业认同、人文关怀能力进行调查并通过半结构化访谈评价教学效果。结果：教学后护生评判性思维能力、职业认同、人文关怀能力均显著提高，差异有统计学意义(P < 0.001)。访谈结果显示，护生能深刻感知思政元素与临床实践的融合价值，提升家国情怀、职业信念和自豪感。结论：融入课程思政的“四阶段”临床护理教学查房实现临床专业技能培养与思政价值引领的有机融合，提升护理临床实践教学质量。

Abstract: Objective: To construct a “Four-Stage” clinical nursing teaching round model integrating curriculum-based ideological and political education and evaluate its implementation effect. Methods: A content system for clinical nursing teaching rounds incorporating ideological and political elements was established, and a “Conceive-Design-Implement-Operate” (CDIO) four-stage teaching round model was designed. The teaching reform was carried out among 48 clinical nursing undergraduate students. A self-controlled before-and-after comparison was conducted, and quantitative research methods were used to investigate critical thinking ability, professional identity, and humanistic care ability. The teaching effect was evaluated through semi-structured interviews. Results: After the teaching, the critical thinking ability, professional identity, and humanistic care ability of the nursing students significantly improved, with statistically significant differences (P < 0.001). The interview results showed that the students could deeply perceive the value of integrating ideological and political elements with clinical practice, enhancing their sense of patriotism, professional belief, and pride. Conclusion: The “Four-Stage” clinical nursing teaching round model integrating curriculum-based ideological and political education organically combines the cultivation of clinical professional skills with ideological and political value guidance, improving the quality of clinical nursing teaching.