“科普–科研–竞赛”三位一体的本科生创新能力培养模式研究——基于四川省老年健康普及基地的实践探索

Research on the Trinity Undergraduate Innovation Ability Training Model of “Science Popularization-Scientific Research-Competition”—Practical Exploration Based on Sichuan Provincial Popularization Base for Geriatric Health

摘要: 面对健康中国建设与积极应对人口老龄化对护理及老年健康专业创新人才培养的现实要求，传统课堂难以联通真实社会情境，制约学生问题意识与创新能力养成。本研究基于四川省老年健康普及基地的实践探索，以服务性学习理论为框架，构建“科普–科研–竞赛”三位一体的本科生创新能力培养模式。该模式以科普实践中的真实服务接触唤醒问题意识，以分层递进的科研训练将实践困惑转化为科学问题，以学科竞赛的外部评价推动成果凝练与科普反哺，形成“服务中发现问题–研究中系统求解–竞赛中整合呈现–成果中反哺服务”的闭环。基地依托多学科师资、常态化服务网络和体系化科普平台，实现资源、队伍与成果协同。实践成效显示，学生实现了从服务参与者到研究实践者、成果表达者的能力递进，完成多项创新训练项目和毕业论文，并在省级学科竞赛中获奖，相关成果有效反哺区域老年健康服务。该模式为地方高校医护类专业破解创新能力培养碎片化问题提供了可参照、可迁移的实践方案。

Abstract: Confronted with the demands of the Healthy China initiative and the national strategy for actively responding to population aging, nursing and geriatric health programs urgently need to cultivate innovative applied talents. However, traditional classroom teaching is often disconnected from real social contexts, limiting students’ problem awareness and innovation ability. Based on the practice of the Sichuan Provincial Geriatric Health Popularization Base and guided by service-learning theory, this study constructs a triadic undergraduate innovation ability cultivation model integrating “Science Popularization-Scientific Research-Competition”. In this model, real service encounters in science popularization awaken problem awareness; stratified research training transforms practical confusion into scientific questions; and external evaluation through academic competitions promotes the refinement of outcomes and feedback to science popularization. A closed loop is thus formed: problems are identified in service, systematically addressed through research, integrated and presented in competitions, and fed back to service through outcomes. The base provides multidisciplinary faculty, a regular service network, and a systematic popularization platform, enabling synergy among resources, teams, and outcomes. Practice shows that students progressively advance from service participants to research practitioners and outcome presenters, completing numerous innovation projects and undergraduate theses, winning provincial academic competition awards, and contributing to regional geriatric health services. This model offers a replicable and transferable practical approach for local universities to overcome the fragmentation of innovation ability cultivation in medical and nursing programs.