护理专升本层次本科阶段课程体系设置的范围综述

Curriculum System for Nursing Bridging Programs at the Undergraduate Level: A Scoping Review

摘要: 目的：对护理专升本层次本科阶段课程体系设置的现状进行范围综述，为构建科学的护理专升本课程体系提供参考。方法：计算机检索中国知网、万方数据库、维普数据库、中国生物医学文献数据库、PubMed、Cochrane Library、Embase、Web of Science、CINAHL，检索时限为建库至2026年2月28日，检索内容为护理专升本层次本科阶段课程体系设置的相关研究。由2名研究者独立筛选文献和提取数据，并对文献的结果进行分析和讨论。结果：最终纳入14篇文献，研究地域覆盖全国12个地区，发表时间为2001年~2023年。课程设置主要包括公共基础课程、医学基础课程、护理专业核心课程及护理专业拓展课程4类。其中，护理专业拓展课程可细分为专科护理、医学人文、科研循证、中医护理、护理信息学等5大类。结论：不同院校护理专升本课程体系在课程设置方面各有侧重，但目前存在与专科课程重复、科研实践不足、专科护理课程设置不一、中医护理与护理信息类课程关注不足等问题。后续还需在整合课程内容、增加科研实践机会、优化专科护理课程设置、拓展中医护理教学内容及增设护理信息类课程方面进一步完善。

Abstract: Objective: To conduct a scoping review of the status of the curriculum system for nursing bridging programs (upgrading from junior college to undergraduate level), and to provide references for developing a scientific curriculum framework. Methods: A comprehensive search was conducted in China National Knowledge Infrastructure (CNKI), Wanfang Database, VIP Database, China Biology Medicine Database (CBM), PubMed, Cochrane Library, Embase, Web of Science, and CINAHL. The search period covered from database inception to February 28, 2026. Studies related to curriculum system and course configuration for nursing bridging programs at the undergraduate level were included. Two reviewers independently screened studies and extracted data. Findings were then analyzed and discussed. Results: Fourteen studies were included. The studies covered 12 provinces nationwide and were published between 2001 and 2023. The curriculum system mainly comprised four categories: general education courses, basic medical sciences courses, core nursing courses, and nursing professional extension courses. The nursing professional extension courses could be further divided into five subcategories: specialty‑specific nursing courses, medical humanities courses, research and evidence‑based practice courses, traditional Chinese medicine nursing courses, and nursing informatics courses. Conclusions: Although nursing bridging programs vary across institutions in terms of course emphasis and focus, several issues remain, including overlap with junior-college curricula, insufficient research practice, inconsistent provision of specialist nursing courses, and limited attention to traditional Chinese nursing and nursing informatics-related courses. Future efforts should focus on integrating course content, increasing research opportunities, refining the structure of specialist nursing courses, expanding traditional Chinese nursing teaching content, and introducing courses in nursing informatics.