BOPPPS教学联合思政教育在器官移植科护生实习教学中的效果评价OA
Effects of BOPPPS Teaching Combined with Ideological and Political Education in the Internship Teaching for Nursing Students in the Organ Transplant Department
目的 探索BOPPPS教学联合思政教育在器官移植科实习护生临床教学中的应用效果.方法 选取2023年1-12月在海军军医大学第二附属医院接受传统教学的75名实习护生作为对照组,按照1∶1配对原则,选取2024年1-12月接受BOPPPS教学联合思政教育的75名实习护生作为观察组,教学内容为器官移植患者的护理,教学时间均为3个月,比较两组护生的课程思政评分、理论考核成绩、实践技能、自主学习能力、职业认同感以及教学满意度.结果 教学前,两组实习护生的理论考核成绩、课程思政评分、实践技能、自主学习能力及职业认同感差异均无统计学意义(均P>0.05).教学后,观察组实习护生基础理论知识及专业理论知识得分、课程思政评分、各项实践技能考核评分、自主学习能力总分及各维度得分、职业认同感总分及各维度得分均高于对照组,差异有统计学意义(均P<0.05);两组实习护生的教学满意度均随时间呈上升趋势,且观察组在教学1周、4周、8周及出科前的教学满意度评分均高于对照组(均P<0.05).结论 实施BOPPPS教学联合思政教育,有助于提升器官移植科实习护生的理论成绩及实践能力,增强自我学习能力和职业认同感,提升教学满意度.
Objective To explore the effects of BOPPPS teaching combined with ideological and political education in the clinical teaching for nursing interns in the organ transplant department.Methods At a 1:1 ratio,75 nursing interns who received traditional teaching at the Shanghai Changzheng Hospital from January to December 2023 were included in the control group;75 nursing interns who received BOPPPS teaching combined with ideological and political education from January to December 2024 were included in the observation group.The teaching content was the care of organ transplant patients,and the teaching duration was 3 months.The two groups were compared in terms of curriculum-based ideological and political scores,theoretical examination results,practical skills,self-learning ability,professional self-identity,and teaching satisfaction.Results Before teaching,there were no statistically significant differences in theoretical examination results,curriculum-based ideological and political scores,practical skills,self-learning ability or professional self-identity between the two groups(P>0.05 for all).After teaching,the observation group scored significantly higher than the control group in terms of basic and professional theoretical knowledge,curriculum-based ideological and political education,practical skills,self-learning ability(total and dimensional scores)and occupational self-identity(P<0.05 for all).Teaching satisfaction increased over time in both groups,but the observation group scored higher than the control group at W1,W4 and W8 of teaching and before the end of rotation(P<0.05 for all).Conclusion Implementing BOPPPS teaching combined with ideological and political education helps improve theoretical performance,practical ability,self-learning ability,professional self-identity,and teaching satisfaction of nursing interns in the organ transplant department.
郭娜;张雯昕;丁如梅
海军军医大学第二附属医院,上海 200003海军军医大学第二附属医院,上海 200003海军军医大学第二附属医院,上海 200003
医药卫生
BOPPPS教学思政教育器官移植实习护生临床教学
BOPPPS teachingIdeological and political educationOrgan transplantNursing internClinical teaching
《上海护理》 2026 (4)
18-23,6
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