跨文化视域下基于AI辅助的留学生生命体征测量全英文实训教学探索

Exploration of AI-Assisted All-English Practical Training Teaching of Vital Sign Measurement for International Students from a Cross-Cultural Perspective

摘要: 目的：探讨在跨文化视域下，将DeepSeek、豆包等AI工具融入留学生生命体征测量全英文实训教学的效果。方法：选取三峡大学护理学院23名留学生为研究对象，在基础护理学生命体征测量实训课中实施全英文教学，三名教师团队协作，在备课、授课及课后引入DeepSeek、豆包等AI工具。通过操作考核、情景模拟、随堂测试及实训报告撰写进行综合性评价。本研究明确教师与学生的AI工具使用指南，规范工具选择、操作流程、提示词策略与学术诚信边界。结果：学生操作考核平均98.74分(SD = 1.79)，91.30%学生达95分以上；课堂表现与随堂测试平均均为86.67分，个体差异明显；实验报告平均89.64分(SD = 19.14)，离散度最大；总评均分93.38分。操作技能掌握扎实，但英文书面表达仍是薄弱环节。结论：“AI + 三师”协同模式能有效保障操作教学质量，但需加强英文专业写作训练，引导学生合理使用AI工具。

Abstract: Objective: To explore the teaching effect of integrating AI tools such as DeepSeek and Doubao into English‑medium practical training for vital sign measurement among international nursing students from a cross‑cultural perspective. Methods: Twenty‑three international students from the School of Nursing, China Three Gorges University were enrolled. English‑medium instruction was delivered in the practical training course of vital sign measurement for fundamental nursing. A three‑member teaching team adopted AI tools including DeepSeek and Doubao in lesson preparation, classroom teaching and post‑class sessions. Clear usage guidelines for AI tools for both teachers and students were formulated, including recommended tools, specific operation procedures, effective prompting strategies and explicit definition of academic integrity. Comprehensive evaluation was performed through procedural skill assessment, scenario simulation, in‑class quizzes and practical training reports. Results: The average score of procedural skill assessment was 98.74 (SD = 1.79), with 91.30% of students scoring 95 or above. The mean scores for classroom performance and in‑class quizzes were both 86.67, showing marked inter‑individual differences. Practical training reports yielded an average score of 89.64 (SD = 19.14), representing the largest data dispersion. The overall average score reached 93.38. Students achieved solid mastery of operational skills, whereas English academic writing remained a weak point. Conclusion: The “AI‑assisted three‑teacher collaborative model” can effectively guarantee the quality of skill‑oriented teaching. Nevertheless, intensified training on English professional writing and proper guidance for rational AI tool use among students are required.