“BOPPPS + 数字化学习档案袋”双轨驱动模式的护理实训方案构建

Construction of a Nursing Practical Training Program Based on the “BOPPPS + Digital Learning Portfolio” Dual-Track Model

摘要: 目的：基于《基础护理学》课程学期初问卷调查的实证数据，精准识别护生实训学习中的核心问题与需求，构建并优化“BOPPPS教学模式”与“数字化学习档案袋”深度融合的双轨驱动教学改革方案，解决传统实训教学中存在的问题，如：学生参与度低、临床思维能力弱以及评价体系单一等。方法：采用横断面调查法，选取某高校2025级116名护理学本科生为研究对象，从学习动机、计划与实施、自我监控、人际沟通、临床思维能力、传统教学体验和改革期待等七个维度进行调查，同时结合内容分析法提炼学生对实训教学改革的核心需求。结果：调查数据显示，学生虽具备较高的学习动机(4.30 ± 0.72)和人际沟通意愿(4.42 ± 0.61)，但在临床思维和问题解决方法方面(4.08 ± 0.70)方面较差。77.6%的学生虽有实验课程学习经历，但普遍认为现有的教学在学习方法与评价体系上存在不足，同时对传统书面反思形式存在抵触情绪(3.87 ± 0.93)。同时，具备良好制定并执行学习计划的学生，通常也具备极强的自我反思和监控能力，因而提升学生的自主规划能力进而实现自我反思与管理的提升。结论：传统单一教学模式已经无法满足学生差异化需求，构建以“目标导向与参与式学习”为核心的教学模式结合以“轻量化、数字化记录”为特征的学习档案评价双轨道建设，实现“教–学–评”闭环，可以成为提升护理实训质量的有效路径。

Abstract: Objective: Based on empirical data from a questionnaire administered at the beginning of the “Fundamentals of Nursing” course, this study aims to accurately identify core issues and needs in nursing students’ clinical training. It seeks to construct and optimize a dual-track teaching reform framework that deeply integrates the “BOPPPS Teaching Model” with “Digital Learning Portfolios.” This approach is designed to address existing issues in traditional practical training, such as low student engagement, weak clinical thinking, and a monotonous evaluation system. Methods: A cross-sectional survey was conducted among 116 undergraduate nursing students in the Class of 2025 at a university. The survey assessed seven dimensions, including learning motivation, planning and implementation, self-monitoring, interpersonal communication, clinical reasoning ability, experiences with traditional teaching, and expectations for reform. Additionally, content analysis was employed to identify students’ core needs regarding clinical training reform. Results: Survey data indicate that while students demonstrated high levels of learning motivation (4.30 ± 0.72) and willingness to engage in interpersonal communication (4.42 ± 0.61), their performance in clinical reasoning and problem-solving skills (4.08 ± 0.7) was relatively poor. Although 77.6% of students had prior experience with laboratory courses, they generally believed that the existing teaching methods were deficient in terms of learning approaches and evaluation systems, and they expressed resistance to traditional written reflection formats (3.87 ± 0.93). Meanwhile, students who demonstrated good abilities in formulating and executing study plans also tended to possess strong self-reflection and monitoring capabilities, suggesting that enhancing students' autonomous planning skills can lead to improved self-reflection and management. Conclusion: The traditional, one-size-fits-all teaching model can no longer meet students’ diverse needs. Establishing a dual-track system that combines a teaching model centered on “goal-oriented and participatory learning” with a learning portfolio evaluation characterized by “streamlined, digital documentation” to achieve a closed-loop of “teaching-learning-assessment” can serve as an effective pathway to enhance the quality of nursing practical training.