面向应用型城市大学的护理学专业混合式教学探索与实践——以《病原生物学与免疫学》为例

Exploration and Practice of Blended Teaching in Nursing Specialty in Application-Oriented City Universities—A Case Study of “Pathogenic Biology and Immunology”

摘要: 健康中国战略推进背景下，应用型城市大学护理学专业人才培养需从疾病为中心转向全生命周期复合型能力培养。本研究以《病原生物学与免疫学》课程为改革载体，系统构建混合式教学模式。研究采取应用导向课程重构，建立线上学习、线下授课、实验操作三维融合路径，分配22学时线上学习、20学时线下授课与12学时实验操作。深度整合翻转课堂、案例教学与问题驱动学习，配套建设微课、在线课程与虚拟仿真实训数字化资源体系，构建过程性评价占40%、终结性评价占60%的多元考核体系。教学实践数据显示，该模式有效提升学生期末成绩均值并降低不及格率，实验操作规范性评分平均提高18.5%，学生临床推理与跨学科整合能力显著增强。研究证实该模式有效破解学时紧张、内容繁杂与实践脱节等传统困境，实现知识传授、能力培养与价值塑造的有机统一，对护理学专业基础课程教学改革具有推广价值。未来系统性优化需推动教师角色转型，构建跨课程协同机制与虚拟仿真实训平台。

Abstract: Under the advancement of the Healthy China Strategy, talent cultivation in nursing specialties at application-oriented city universities needs to shift from a disease-centered model to whole-life-cycle interdisciplinary competence development. This study takes the course “Pathogenic Biology and Immunology” as a reform vehicle to systematically construct a blended teaching model. The research adopts an application-oriented curriculum reconstruction, establishing a three-dimensional integration pathway combining online learning, offline instruction, and experimental practice, allocating 22 credit hours to online learning, 20 to offline lectures, and 12 to laboratory operations. The model deeply integrates flipped classrooms, case-based teaching, and problem-driven learning (PDL), supported by a digital resource system comprising micro-lectures, online courses, and virtual simulation training. A diversified assessment system is constructed with formative assessment accounting for 40% and summative assessment for 60%. Practical data demonstrate that this model effectively improves mean final examination scores while reducing failure rates; experimental operation standardization scores increased by an average of 18.5%, with students showing significant enhancement in clinical reasoning and interdisciplinary integration capabilities. The study confirms that this model effectively resolves traditional dilemmas including tight class hours, extensive content coverage, and disconnection between theory and practice, achieving organic unity of knowledge transmission, competence cultivation, and value shaping. It holds promotional value for the teaching reform of basic courses in nursing specialties. Future systematic optimization requires promoting teacher role transformation, constructing cross-curriculum collaborative mechanisms, and developing virtual simulation training platforms.