儿科护理学“专业–思政–实践”三位一体课程思政教学改革实践与反思

Practice and Reflection on the Curriculum Ideological and Political Teaching Reform of the Trinity Model of “Specialty - Ideology and Politics - Practice” in Pediatric Nursing

摘要: 目的：总结在本科护理学专业三年级《儿科护理学》课程中开展课程思政教学改革的实施过程，梳理暴露出的问题，提出后续优化策略。方法：以某高校护理学专业三年级6个大班共400名学生为研究对象，依托超星学习通平台，从思政元素挖掘、教学路径设计、评价体系构建三个层面推进“专业–思政–实践”三位一体教学改革，教学中自主开发思政反思报告评分细则，采用双人盲评模式开展评价，设置“护患沟通与人文关怀”情境考核站点；运用内容分析法对学生思政反思报告进行编码分析。因本研究未采集配对样本数据，数据分析以描述性统计与内容分析为主，未开展推论统计检验。结果：88.7%的学生认为思政元素与专业知识融合自然，86.3%认为课程增强了自身职业认同感；思政反思报告双人盲评的评分者一致性系数(ICC)为0.82，内容分析提炼出职业认同深化、共情能力提升、思政教育再认识、临床实践期待与焦虑四个核心主题。结论：本次教学改革取得阶段性成效，改革仍存在不足：部分思政内容融合生硬、评价工具信效度验证尚不完整、课堂认知向临床实践转化存在落差。下一步重点放在思政元素库建设、评价工具的信效度验证、推论统计方法的引入和持续跟踪学生临床见习阶段的思政素养内化情况。

Abstract: Objective: To summarize the implementation of curriculum-based ideological and political teaching reform in Pediatric Nursing for third-year undergraduate nursing students, identify practical problems, and put forward follow-up optimization strategies. Methods: A total of 400 students from six large classes of third-year nursing undergraduates in a university were recruited. Supported by the Chaoxing Learning Platform, the trinity teaching reform of “specialty - ideology and politics - practice” was implemented from three dimensions: exploration of ideological and political elements, design of teaching pathways, and construction of evaluation system. A scoring rubric for ideological-political reflection reports was developed and evaluated through double-blind scoring, together with a scenario-based assessment station for “nurse-patient communication and humanistic care”. Content analysis was adopted to code students’ reflection reports. Since paired sample data were not collected, descriptive statistics and content analysis were applied without inferential statistical tests. Results: 88.7% of students considered that ideological-political elements were naturally integrated with professional knowledge, and 86.3% reported enhanced professional identity. The intraclass correlation coefficient (ICC) of double-blind scoring for reflection reports was 0.82. Four core themes were extracted: deepened professional identity, improved empathy, renewed perception of curriculum-based ideological and political education, and expectations and anxiety toward clinical practice. Conclusion: Phased achievements have been obtained in this reform. Deficiencies still exist, including rigid integration of partial ideological-political contents, incomplete reliability-validity verification of evaluation tools, and gaps in the transformation from classroom cognition to clinical practice. Future work will focus on constructing ideological-political element library, verifying reliability and validity of evaluation instruments, adopting inferential statistics, and tracking the internalization of students’ ideological-political literacy during clinical practicum.