Application of signature pedagogy in teaching "basic nursing" course

Sun Di; Zhang Lijuan; Sun Qian; Bu Xiumei

doi:10.3760/cma.j.cn116021-20230428-01815

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Application of signature pedagogy in teaching "basic nursing" course

Nursing Education Study | 更新时间：2025-02-21

- Application of signature pedagogy in teaching "basic nursing" course
- Chinese Journal of Medical Education Research Vol. 24, Issue 2, Pages: 271-276(2025)
- 作者机构：
  
  辽宁中医药大学护理学院，沈阳　110000
- 作者简介：
  
  Bu Xiumei, Email: buxiumei2002@sohu.com
- 基金信息：
  
  Liaoning University of Traditional Chinese Medicine 2022 Teaching Reform Research Project(LNZYJG2022117)
- DOI：10.3760/cma.j.cn116021-20230428-01815
  CLC： R471
- Received：28 April 2023，
  
  Published：20 February 2025
- 稿件说明：
移动端阅览
孙迪, 张丽娟, 孙茜, 等. 标志性教学在《基础护理学》课程教学中的应用研究[J]. 中华医学教育探索杂志, 2025, 24(2): 271-276.

Sun Di, Zhang Lijuan, Sun Qian, et al. Application of signature pedagogy in teaching "basic nursing" course[J]. Chinese journal of medical education research, 2025, 24(2): 271-276.
孙迪, 张丽娟, 孙茜, 等. 标志性教学在《基础护理学》课程教学中的应用研究[J]. 中华医学教育探索杂志, 2025, 24(2): 271-276. DOI： 10.3760/cma.j.cn116021-20230428-01815.

Sun Di, Zhang Lijuan, Sun Qian, et al. Application of signature pedagogy in teaching "basic nursing" course[J]. Chinese journal of medical education research, 2025, 24(2): 271-276. DOI： 10.3760/cma.j.cn116021-20230428-01815.

摘要

目的

探讨基于标志性教学的《基础护理学》课程对护理本科生评判性思维、职业认同感和职业精神的影响。

方法

确立以叙事作为理论课教学，以情景模拟作为实验课教学的《基础护理学》课程标志性教学方法。选取辽宁中医药大学护理学院2020级本科护理学专业二年级90名护生作为研究对象，进行自身前后对照研究。教学前后采用评判性思维量表、职业认同问卷和职业精神量表进行评价，并于课程结束后采用半结构式访谈深入了解护生的学习感受。采用SPSS 26.0和 Nvivo11.0进行数据分析；质性研究采用Colaizzi七步分析方法。

结果

参与课程学习的护生共87人，纳入量性分析的样本为

83人。教学后护生评判性思维能力总分为（286.83±17.44）、职业认同感总分为（58.95±6.43）、职业精神总分为（67.08±1.21），均高于教学前，差异有统计学意义（

0.001）。质性研究结果提炼出促进有效学习、培养思辨和同理能力、树立职业态度和期望课程优化4个主题。

结论

基于标志性教学的护理本科《基础护理学》课程有助于提升护生的评判性思维、获得职业认同感和培养职业精神。

Abstract

Objective

To explore the impact of "basic nursing" course with signature pedagogy on undergraduate nursing students' critical thinking

professional identity

and professionalism.

Methods

A signature pedagogy method for the "basic nursing" course was established using narrative as a theoretical lesson and scenario-simulation as a laboratory lesson. Ninety sophomore nursing students in the 2020 undergraduate nursing program were selected as the participants of a controlled pre-post study. The students were evaluated using the Critical Thinking Inventory

the Professional Identity Questionnaire

and the Professionalism Inventory before and after the course. Semi-structured interviews were conducted at the end of the course to gain an in-depth understanding of their learning experience. Data analysis was conducted using SPSS 26.0 and Nvivo 11.0 Colaizzi's seven-step method was used for analysis of qualitative research.

Results

A total of 87 nursing students participated in the course and 83 were included in the quantitative analysis. The total scores of critical thinking skills (286.83±17.44)

professional identity (58.95±6.43)

and professionalism (67.08±11.21) were significantly higher after the course than before the course (

0.001). Qualitative study identified the four themes of promoting effective learning

developing critical thinking and empathy

building professional attitudes

and expecting curriculum optimization.

Conclusions

The "basic nursing" course based on signature pedagogy for undergraduate nursing students helps to enhance their critical thinking

foster a sense of professional identity

and develop professionalism.

关键词

Keywords

references

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