摘要
目的 了解护理本科生对“课程思政”教学效果评价反馈,旨在为开展“课程思政”提供参考依据。方法 采用现象学方法,以目的抽样对13名符合纳排标准的护理本科生进行半结构式访谈,运用内容分析法对访谈资料进行整理分析。结果 通过阅读、分析、反思、分类、提炼得出4个主题,即思政效果、课程效果、课堂氛围、课程建议;得出10个亚主题,分别为建立正确的职业价值观、提高思政素养、培养良好习惯、潜移默化影响、生动形象、印象深刻、激发兴趣、课堂氛围轻松、合理安排课程时间、合理安排课程内容。结论 “课程思政”有助于提高学生的学习效率、综合政治素质,调动其主观能动性、给予其精神力量、培养其良好习惯。
Objective To understand Nursing undergraduates’ evaluation on the teaching effect of course-based ideological and political education and provide reference to conduct course-based ideological and political education. Methods Phenomenological method was used to conduct semi-structured interviews with 13 Nursing undergraduates who met the criteria of admission. The interview data were sorted and analyzed by content analysis method. Results By reading, analyzing, reflecting, categorizing and refining, four themes were derived, including “ideological and political effect”, “curriculum effect”, “classroom atmosphere” and “curriculum suggestions”. Ten sub-themes are obtained including establishing correct career values, improving ideological and political literacy, cultivating good habits, influencing invisible, vivid image, impressive impression, stimulating interest, relaxed classroom atmosphere, reasonable arrangement of course time and content. Conclusion Course-based ideological and political education is helpful to improve students’ learning efficiency, comprehensive political quality, mobilize their subjective initiative, give them spiritual strength and cultivate their good habits.
作者
杨旭颖
祝雪花
YANG Xuying;ZHU Xuehua(Nursing Faculty,Zhejiang Chinese Medicine University,Hangzhou 310053;Shanxi Bethune Hospital,Shanxi Academy of Medical Sciences,Tongji Shanxi Hospital,Third Hospital of Shanxi Medical University,Taiyuan 030032;Tongji Hospital,Tongji Medical College,Huazhong University of Science and Technology,Wuhan 430030,China)
出处
《中国医学教育技术》
2022年第6期767-771,共5页
China Medical Education Technology
基金
浙江中医药大学2020年度教学学术研究项目(BXS20007)。
关键词
护理本科生
课程思政
教学效果
质性研究
护理教育
Nursing undergraduates
course-based ideological and political education
teaching effect
qualitative study
Nursing education
