虚拟仿真与概念地图双轨教学模式在护理专业教育中的应用研究

Application Study of a Dual-Track Teaching Model Integrating Virtual Simulation and Concept Mapping in Nursing Education

摘要: 目的：探讨虚拟仿真与概念地图融合构建护理双轨教学模式的理论依据、实施路径与评价方案，为护理专业教学改革提供参考。方法：采用叙述性文献回顾与教学设计相结合的方法，结合护理教育相关研究，以“乳腺癌术后患者的综合护理”为示例，构建概念地图节点与仿真操作、决策点及风险点的映射关系，并提出核心概念的操作化定义、三阶闭环流程及实施保障措施。结果：形成以概念地图支持知识组织、以虚拟仿真支持情境实践的双轨教学框架，通过“课前地图导航–课中仿真演练–课后反思修正”实现任务规划、行为记录与认知修正的联动；提出护理任务独立完成率、异常识别与报告、沟通闭环等过程指标，以及分级师资培训、既有平台改造和人工智能辅助反馈方案。结论：双轨教学模式为整合护理知识、实践技能及医护协同提供了可操作的教学设计路径，但其相对于单一工具的增益及长期效果仍需前瞻性研究验证。

Abstract: Objective: To explore the theoretical basis, implementation pathways, and evaluation plan for a dual-track teaching model integrating virtual simulation and concept mapping in nursing education, to provide a reference for nursing education reform. Methods: A narrative literature review was combined with instructional design. Comprehensive nursing care following breast cancer surgery was used as an illustrative case to map concept nodes to simulation actions, decision points, and risk points. Operational definitions, a three-phase teaching cycle, and implementation support measures were proposed. Results: A dual-track teaching framework was developed in which concept mapping supports knowledge organization and virtual simulation supports situated practice. A cycle of pre-class map-based navigation, in-class simulation, and post-class reflective revision links task planning, behavioral records, and conceptual revision. Proposed process indicators include independent completion of nursing tasks, recognition and reporting of abnormalities, and closed-loop communication. Implementation strategies include tiered faculty training, adaptation of existing platforms, and artificial intelligence-assisted feedback. Conclusion: The model offers an operational approach to integrating nursing knowledge, practical skills, and interprofessional collaboration. Its incremental benefits over individual teaching tools and its long-term effects require prospective evaluation.