{"title":"将思想政治教育元素融入高级护理实习课程","authors":"Xiuying Ren, Jianlong Han, Liqing Zhu, Haiyan Jing, Qing Li, Shuling He","doi":"10.1111/jep.70142","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Objective</h3>\n \n <p>To explore the effectiveness of integrating ideological and political education elements into advanced nursing practice courses for nursing master's students.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>This is a nonequivalent posttest design study. The study selected 24 nursing Master's students who took the advanced nursing practice course between 2023 and 2024 as the experimental group, and nursing Master's students who completed the advanced nursing practice course between 2021 and 2022 as the control group. The experimental group (25 students) received classroom instruction integrated with ideological and political elements, while the control group received traditional classroom teaching. The study compares the academic performance, learning stress and fatigue, critical thinking ability and satisfaction of the two groups.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>The experimental group's academic performance (84.71 ± 2.76) was significantly higher than that of the control group (75.44 ± 3.84), (<i>p</i> < 0.001). Compared to the control group, students in the experimental group received higher learning feedback and exhibited lower levels of excessive engagement, although there was no significant difference in overall effort between the two groups (<i>p</i> = 0.61). The experimental group's critical thinking ability (151.83 ± 4.48) was significantly higher than that of the control group (128.88 ± 5.24), (<i>p</i> < 0.01). Students in the experimental group also reported higher satisfaction.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>Integrating ideological and political education elements into the advanced nursing practice course can enhance students' academic performance, learning efficiency, critical thinking ability, and course satisfaction.</p>\n </section>\n </div>","PeriodicalId":15997,"journal":{"name":"Journal of evaluation in clinical practice","volume":"31 5","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2025-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Integrating Ideological and Political Education Elements Into the Advanced Nursing Practice Course\",\"authors\":\"Xiuying Ren, Jianlong Han, Liqing Zhu, Haiyan Jing, Qing Li, Shuling He\",\"doi\":\"10.1111/jep.70142\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Objective</h3>\\n \\n <p>To explore the effectiveness of integrating ideological and political education elements into advanced nursing practice courses for nursing master's students.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>This is a nonequivalent posttest design study. The study selected 24 nursing Master's students who took the advanced nursing practice course between 2023 and 2024 as the experimental group, and nursing Master's students who completed the advanced nursing practice course between 2021 and 2022 as the control group. The experimental group (25 students) received classroom instruction integrated with ideological and political elements, while the control group received traditional classroom teaching. The study compares the academic performance, learning stress and fatigue, critical thinking ability and satisfaction of the two groups.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>The experimental group's academic performance (84.71 ± 2.76) was significantly higher than that of the control group (75.44 ± 3.84), (<i>p</i> < 0.001). Compared to the control group, students in the experimental group received higher learning feedback and exhibited lower levels of excessive engagement, although there was no significant difference in overall effort between the two groups (<i>p</i> = 0.61). The experimental group's critical thinking ability (151.83 ± 4.48) was significantly higher than that of the control group (128.88 ± 5.24), (<i>p</i> < 0.01). Students in the experimental group also reported higher satisfaction.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusion</h3>\\n \\n <p>Integrating ideological and political education elements into the advanced nursing practice course can enhance students' academic performance, learning efficiency, critical thinking ability, and course satisfaction.</p>\\n </section>\\n </div>\",\"PeriodicalId\":15997,\"journal\":{\"name\":\"Journal of evaluation in clinical practice\",\"volume\":\"31 5\",\"pages\":\"\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2025-07-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of evaluation in clinical practice\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jep.70142\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"HEALTH CARE SCIENCES & SERVICES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of evaluation in clinical practice","FirstCategoryId":"3","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jep.70142","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"HEALTH CARE SCIENCES & SERVICES","Score":null,"Total":0}
Integrating Ideological and Political Education Elements Into the Advanced Nursing Practice Course
Objective
To explore the effectiveness of integrating ideological and political education elements into advanced nursing practice courses for nursing master's students.
Methods
This is a nonequivalent posttest design study. The study selected 24 nursing Master's students who took the advanced nursing practice course between 2023 and 2024 as the experimental group, and nursing Master's students who completed the advanced nursing practice course between 2021 and 2022 as the control group. The experimental group (25 students) received classroom instruction integrated with ideological and political elements, while the control group received traditional classroom teaching. The study compares the academic performance, learning stress and fatigue, critical thinking ability and satisfaction of the two groups.
Results
The experimental group's academic performance (84.71 ± 2.76) was significantly higher than that of the control group (75.44 ± 3.84), (p < 0.001). Compared to the control group, students in the experimental group received higher learning feedback and exhibited lower levels of excessive engagement, although there was no significant difference in overall effort between the two groups (p = 0.61). The experimental group's critical thinking ability (151.83 ± 4.48) was significantly higher than that of the control group (128.88 ± 5.24), (p < 0.01). Students in the experimental group also reported higher satisfaction.
Conclusion
Integrating ideological and political education elements into the advanced nursing practice course can enhance students' academic performance, learning efficiency, critical thinking ability, and course satisfaction.
期刊介绍：
The Journal of Evaluation in Clinical Practice aims to promote the evaluation and development of clinical practice across medicine, nursing and the allied health professions. All aspects of health services research and public health policy analysis and debate are of interest to the Journal whether studied from a population-based or individual patient-centred perspective. Of particular interest to the Journal are submissions on all aspects of clinical effectiveness and efficiency including evidence-based medicine, clinical practice guidelines, clinical decision making, clinical services organisation, implementation and delivery, health economic evaluation, health process and outcome measurement and new or improved methods (conceptual and statistical) for systematic inquiry into clinical practice. Papers may take a classical quantitative or qualitative approach to investigation (or may utilise both techniques) or may take the form of learned essays, structured/systematic reviews and critiques.
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