OBE导向的临床见习教学模式对护本生核心能力与自主学习能力的影响

周慧赟; 王茜; 王磊; 叶枫林; 杨丽娟

doi:10.16766/j.cnki.issn.1674-4152.004105

OBE导向的临床见习教学模式对护本生核心能力与自主学习能力的影响

doi: 10.16766/j.cnki.issn.1674-4152.004105

蚌埠医科大学第一附属医院介入科，安徽蚌埠 233004

基金项目:

安徽省高等学校省级质量工程重点项目 2023jyxm1190

安徽省高等学校校级质量工程重点项目 2024fyjyxm07

详细信息

通讯作者:
王茜，E-mail：847202583@qq.com

中图分类号: R192
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出版历程
- 收稿日期: 2025-03-04
- 网络出版日期: 2025-10-25

Impact of outcome-based education-oriented clinical practicum teaching model on core competencies and self-directed learning ability in nursing undergraduates

Department of Interventional Radiology, the First Affiliated Hospital of Bengbu Medical University, Bengbu, Anhui 233004, China

摘要

摘要: 目的构建基于OBE理念的临床见习教学模式，解决护生核心能力培养碎片化与自主学习动力不足问题，验证其应用效果。方法选取蚌埠医科大学第一附属医院2024年7月—2025年2月暑假和寒假期间见习的238名护本生作为研究对象。采用整群抽样方法，抽取A班和B班分别作为对照组(119人)和观察组(119人)。对照组暑假期间采用传统路径式“一对一”临床见习教学模式，观察组寒假期间采用基于OBE理念的临床见习教学模式；比较2组护生核心能力、自主学习能力及满意度情况。结果观察组在临床生物医学科学、一般临床技能、批判性思维推理能力、关心以及终身学习五大维度表现均显著优于对照组，差异有统计学意义(P < 0.05)；而在道德和责任维度上，2组间差异无统计学意义(P>0.05)；观察组在信息处理能力[(45.56±4.24)分vs. (43.34±4.93)分]、自我管理能力[(43.69±5.13)分vs. (42.21±3.89)分]以及团队协作学习能力[(27.77±4.27)分vs. (26.29±4.34)分]3个维度得分均明显高于对照组(P < 0.05)；观察组满意度优于对照组(Z=3.141, P=0.002)；护生核心能力各维度与自主学习能力各维度均呈正相关关系(P < 0.01)。结论 OBE导向的临床见习教学模式可提高护生的核心能力和自主学习能力，提升教学满意度，为护理教育改革提供理论依据与实践范式。
- OBE导向 /
- 护本生 /
- 核心能力 /
- 自主学习能力 /
- 满意度
Abstract: Objective To develop an outcome-based education (OBE)-oriented clinical practicum teaching model addressing fragmented core competency training and insufficient self-directed learning motivation among nursing undergraduates, and validate its application efficacy. Methods A total of 238 nursing undergraduates undertaking clinical practicum during summer (July 2024) and winter (February 2025) vacations at the First Affiliated Hospital of Bengbu Medical University were enrolled. Participants were divided into control and observation groups (n=119 each) using cluster sampling, with Class A and Class B assigned to the control group (traditional one-on-one mentorship model during summer vacation) and observation group (OBE-oriented clinical practicum teaching model during winter vacation), respectively. Core competencies, self-directed learning ability, and satisfaction were compared between the two groups. Results The observation group showed statistically significant improvements in five core competency dimensions compared to the control group: clinical biomedical science knowledge (P < 0.05), general clinical skills (P < 0.05), critical thinking and reasoning (P < 0.05), patient-centered care (P < 0.05), and lifelong learning (P < 0.05). No significant difference was observed in ethics and responsibility (P>0.05). The observation group also scored higher in self-directed learning ability, including information processing [(45.56±4.24) points vs. (43.34±4.93) points], self-management [(43.69±5.13) points vs. (42.21±3.89) points], and team-based collaborative learning [(27.77±4.27) points vs. (26.29±4.34) points, P < 0.05]. Satisfaction was significantly higher in the observation group (Z=3.141, P=0.002). Positive correlations were identified between core competency dimensions and self-directed learning ability (P < 0.01). Conclusion The OBE-oriented clinical practicum teaching model effectively enhances nursing students ' core competencies and self-directed learning ability, improves educational satisfaction, and provides both theoretical foundations and practical paradigms for nursing education reform.
- Outcome-based education concept /
- Nursing undergraduates /
- Core competencies /
- Self-directed learning abilities /
- Satisfaction

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表 1 2组护生一般资料比较

Table 1. Comparison of baseline characteristics between the two groups of nursing students

组别	人数	年龄(x ± s，岁)	性别[人数(%)]		专业选择意愿[人数(%)]		毕业后就业打算[人数(%)]
组别	人数	年龄(x ± s，岁)	女性	男性	非自愿选择	自愿选择	不从事护理工作	继续从事护理工作
观察组	119	22.40±0.89	96(80.67)	23(19.33)	45(37.82)	74(62.18)	14(11.76)	105(88.24)
对照组	119	22.42±1.16	96(80.67)	23(19.33)	51(42.86)	68(57.14)	18(15.13)	101(84.87)
统计量		0.126^a			0.629^b		0.578^b
P值		0.900			0.428		0.447
注：^a为t值，^b为χ²值。

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表 2 2组护生核心能力比较(x ± s, 分)

Table 2. Comparison of core competencies between the two groups of nursing students (x ± s, points)

组别	人数	临床生物医学科学	一般临床技能	批判性思维推理能力	关心	道德和责任	终身学习	总分
观察组	119	20.83±3.75	25.32±4.33	10.56±1.69	20.02±3.38	60.01±9.25	20.04±4.39	156.78±25.83
对照组	119	19.82±1.99	24.23±4.16	9.71±2.00	18.23±3.49	59.48±7.17	18.53±3.72	149.99±15.84
t值		2.612	1.983	3.535	4.018	0.493	2.868	2.444
P值		0.010	0.049	< 0.001	< 0.001	0.622	0.005	0.015

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表 3 2组护生自主学习能力得分比较(x ± s, 分)

Table 3. Comparison of self-directed learning ability scores between the two groups of nursing students (x ± s, points)

组别	人数	自我管理能力	信息处理能力	团队协作学习能力	总分
观察组	119	43.69±5.13	45.56±4.24	27.77±4.27	117.03±13.12
对照组	119	42.21±3.89	43.34±4.93	26.29±4.34	111.84±10.40
t值		2.504	3.723	2.664	3.377
P值		0.013	0.001	0.008	0.001

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表 4 2组护生护理教学满意度比较[人数(%)]

Table 4. Comparison of nursing teaching satisfaction between the two groups of nursing students [cases (%)]

组别	人数	不满意	基本满意	很满意	总满意
观察组	119	8(6.72)	50(42.02)	61(51.26)	111(93.28)
对照组	119	18(15.13)	62(52.10)	39(32.77)	101(84.87)
注：2组护生护理教学满意情况比较，Z=3.141，P=0.002。

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表 5 核心能力与自主学习能力的相关性分析(r值)

Table 5. Correlation analysis between core competencies and self-directed learning abilities (r value)

项目	A	B	C	D	E	F	G	H	I
A	1
B	0.702^a	1
C	0.629^a	0.540^a	1
D	0.724^a	0.650^a	0.600^a	1
E	0.718^a	0.633^a	0.661^a	0.671^a	1
F	0.741^a	0.682^a	0.655^a	0.709^a	0.698^a	1
G	0.728^a	0.691^a	0.614^a	0.687^a	0.646^a	0.736^a	1
H	0.590^a	0.560^a	0.651^a	0.712^a	0.658^a	0.709^a	0.664^a	1
I	0.613^a	0.630^a	0.672^a	0.665^a	0.700^a	0.680^a	0.666^a	0.686^a	1
注：^aP < 0.01。A为临床生物医学科学, B为一般临床技能, C为批判性思维推理能力, D为关心, E为道德和责任, F为终身学习；G为自我管理能力, H为信息处理能力, I为团队协作学习能力。

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