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投稿时间：2021-10-09 网络发布日期：2022-03-20
投稿时间：2021-10-09 网络发布日期：2022-03-20
中文摘要: 目的 探究“课程思政”视域下护理本科教学对在校护生职业认同感的影响。 方法 选取2020年新入校的护理本科生239名作为研究对象，并按性别、年龄匹配往届入学的239名学生作为对照组，观察组行“课程思政”视域下护理本科教学，对照组行常规护理本科教学，比较两组职业认同感及教学满意度。 结果 教学后，两组职业认同感得分均较教学前升高，观察组护生的职业认同感评分高于对照组（136.92±13.25 vs 82.17±8.24，P<0.05）；观察组护生的护理教学满意度评分高于对照组的（86.27±8.14 vs 65.53±6.42，P<0.05）。 结论 “课程思政”视域下护理本科教学能有效提升在校护生的职业认同感及对护理教学的满意度。
中文关键词: 课程思政；护理本科教学；在校护士 职业认同感
Abstract:Objective To investigate the impact of undergraduate nursing teaching on the professional identity of nursing students from the perspective of “curriculum ideology”. Methods A total of 239 new undergraduate nursing students in 2020 were selected and divided into observation group, and 239 previous enrolled students with marched age and gender were included in control group. The control group received routine nursing undergraduate teaching. The observation group received undergraduate nursing teaching from the perspective of “curriculum ideology”. The professional identity and teaching satisfaction of the two groups were compared. Results The score of professional identity of the two groups increased after teaching, and the score in the observation group was higher than that in the control group (136.92±13.25 vs 82.17±8.24, P<0.05). The nursing teaching satisfaction score in the observation group was higher than that in the control group (86.27±8.14 vs 65.53±6.42, P<0.05). Conclusion Undergraduate nursing teaching from the perspective of “curriculum ideology” can effectively improve the professional identity of nursing students and their satisfaction with nursing teaching.
文章编号： 中图分类号：R47-4,G641 文献标志码：B
基金项目:皖南医学院教学质量与教学改革工程项目（2020jyxm35）；安徽省级教学质量与教学改革工程项目（2020jyxm2089）
| Author Name | Affiliation |
| DAI Hai-ying, ZHOU Zhi-qing, LI Wen-juan | Department of Pediatrics, Yijishan Hospital, the First Affiliated Hospital of Wannan Medical College, Wuhu, Anhui 241000, China |
引用文本：
戴海英，周志庆，李文娟.“课程思政”视域下护理本科教学对在校护生职业认同感的影响[J].中国临床研究,2022,35(3):390-393.
戴海英，周志庆，李文娟.“课程思政”视域下护理本科教学对在校护生职业认同感的影响[J].中国临床研究,2022,35(3):390-393.