Teaching design and practice of curriculum ideology and politics in pre-job training for newly recruited nurses in a certain hospital of Traditional Chinese Medicine
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: Objective To explore the application effect of curriculum ideology and politics teaching elements in the standardized training for newly recruited nurses in a certain hospital of Traditional Chinese Medicine. Methods Curriculum Ideology and Politics content was integrated into standardized training modules, combining training content with ideological and political elements. Newly recruited nurses in May 2021 served as the control group (n=38). They received standardized training via conventional methods (online/offline lectures, etc. ). Newly recruited nurses in May 2022 served as the experimental group (n=42) while they received training using the curriculum ideology and politics teaching program. After the standardized training, following outcomes between the two groups including theoretical and operational assessment scores, job level promotion assessment scores, and professional identity score were compared. Results Nurses in the observation group achieved higher scores in the theoretical and operational assessment compared with those in the control group(P＜0. 05). Nurses in the observation group had higher outcomes of job level promotion assessment and objective structured clinical examination (OSCE) compared with those in the control group(P＜0. 05). The professional identity assessment score was increased in both groups after pre-job training, and the score in the observation group was higher than that in the control group (P＜0. 05). Conclusion The Curriculum Ideology and Politics standardized training program effectively improves the basic theoretical knowledge and practice skills of nurses and enhances their sense of professional identity. (目的 探讨课程思政教学元素在中医院新入职护士护理规范化培训中的应用效果。方法 选取2021年5月南通市中医院新入职护士38名为对照组, 选取2022年5月新入职护士42名为观察组。对照组采用传统培训模式, 观察组在对照组基础上融入思政教学方案。统计两组岗前培训前后理论与操作考核成绩, 以及两组能级晋升考核成绩, 评价新入职护士职业认同感。结果 岗前培训结束后, 两组理论以及操作考核成绩均有提高, 且观察组成绩优于对照组, 差异有统计学意义(P＜0. 05)。观察组能级晋升考核的理论成绩以及客观结构化临床考试(OSCE)成绩均优于对照组, 差异有统计学意义(P＜0. 05); 培训结束后, 两组职业认同感得分均升高, 且观察组职业认同感得分高于对照组, 差异有统计学意义(P＜0. 05)。结论 将课程思政系统融入新入职护士的培训体系, 可显著提升护士的基础理论与操作技能考核成绩, 并同步增强其职业认同感与职业素养。)
Authors: Min WANG, Guilan CHEN, Yan QU, Ying ZHOU, Xiujuan DAI, Juan FENG
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $522
OpenAlex ID: W4414292730
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