“工匠精神”融入急危重症护理学临床实践教学模式研究

Research on Integrating the “Craftsmanship Spirit” into the Clinical Practice Teaching Model of Emergency and Critical Care Nursing

摘要: 目的：针对急危重症护理学临床实践教学中“技术训练”与“职业精神”培养相割裂的问题，探索将“工匠精神”系统融入临床实践教学的路径与方法。方法：采用理论演绎与体系构建相结合的方法，通过文献分析提炼“工匠精神”的核心维度及其护理教育转化要素，基于急危重症护理岗位胜任力要求建立工匠精神维度与教学环节的映射关系，在此基础上构建涵盖教学目标、内容、方法、实施、评价和保障六要素的教学模式。结果：提炼了精益求精、严谨专注、责任担当和持续改进四大内涵维度；构建了“一个核心、两个融合、三个阶段、四个维度、五项保障”的教学模式框架；设计了“课前准备–课中实践–临床体验–课后反思”四阶递进实施路径；建立了“知识–技能–思维–协作–素养–改进”六维一体评价体系。结论：该模式为急危重症护理学临床实践教学由单一技能训练向知识、能力、素养一体化培养转变提供了系统方案，其理论创新在于以“工匠精神”为透镜突破了护理教育中“技术训练”与“职业精神”培养二元分离的传统框架。后续需通过实证研究进一步验证其应用效果。

Abstract: Objective: To address the disconnection between technical skill training and professional spirit cultivation in clinical practice teaching of Emergency and Critical Care Nursing, this study explores a systematic approach to integrating the craftsmanship spirit into clinical practice teaching. Methods: A combined approach of theoretical deduction and system construction was adopted. Through literature analysis, the core dimensions of craftsmanship spirit were extracted and translated into nursing education contexts. Based on the competency requirements of emergency and critical care nursing, a mapping matrix was established between craftsmanship dimensions and clinical teaching components. A comprehensive teaching model encompassing teaching objectives, content, methods, implementation, evaluation, and quality assurance was then constructed. Results: Four core dimensions of craftsmanship spirit in emergency and critical care nursing were identified: pursuit of excellence, rigorous attentiveness, responsibility and accountability, and continuous improvement. A teaching framework consisting of “one core, two integrations, three stages, four dimensions, and five safeguards” was established. A four-stage progressive implementation pathway was designed. A six-dimensional evaluation system encompassing knowledge, skills, clinical reasoning, teamwork, professionalism, and improvement was developed. Conclusion: This model provides a systematic framework for transforming clinical practice teaching in emergency and critical care nursing from isolated skill training toward the integrated cultivation of knowledge, competence, and professionalism. Its theoretical innovation lies in using the “craftsmanship spirit” as a lens to break through the traditional dichotomy between “technical training” and “professionalism” cultivation in nursing education. The application effectiveness of this model requires further validation through empirical studies.