Abstract：
This study aims to cultivate students\' independent learning capacity, promote the interdisciplinary integration of \"nursing + anatomy,\" and establish a curriculum system to enhance applied nursing abilities based on project-based teaching reform of everyday clinical nursing operations. A total of 151 second-year (class of 2021) undergraduate nursing students at a Chinese university were selected for this study. By adjusting the curriculum, reconstructing the teaching contents, employing the \"hybrid + flip\" teaching method based on BOPPPS (bridge-in, outcomes, preassessment, participatory learning, post-evaluation, summary), and implementing a teaching system based on the \"three re-three linkage,\" a Human Anatomy curriculum with a focus on basic anatomical knowledge was developed and connected with nursing clinical operation practice. The restructuring of the course content received unanimous recognition from both the teaching staff and the students. Notably, students in the class of 2021 achieved significantly higher grades than did students in the class of 2020, who received traditional face-to-face instruction (p < 0.01). These results indicate enhanced clinical application skills among the former group of students. following the implementation of instructional reforms during one semester, students exhibited notable improvements in motivation, program implementation, self-management, and interpersonal communication. A statistically significant increase in overall scores for self-directed learning capacities over the preinstructional period was observed (p < 0.05). Furthermore, the findings of the student satisfaction surveys reflected highly favorable perceptions of the enriched instructional format, high levels of course engagement, frequent faculty-student interactions, and augmented overall competence. The practical implementation of the reform in the context of a Human Anatomy course for undergraduate nursing students led to significant positive outcomes, thereby enhancing the effectiveness of teaching and learning. Students\' clinical application abilities and self-directed learning capacities notably improved, while overall satisfaction with the course remained high.
摘要：
本研究旨在培养学生的自主学习能力,促进“护理+解剖学”的跨学科整合，\"，并在日常临床护理操作项目化教学改革的基础上，建立了提高应用护理能力的课程体系。本研究共选择了中国一所大学的151名二年级（2021级）护理本科生。通过调整课程，重构教学内容,采用基于BOPPPS的“混合+翻转”教学方法(桥接，结果，预评估,参与式学习,后评价,summary),实施基于“三重三联动”的教学体系，“开发了以基本解剖学知识为重点的人体解剖学课程，并将其与护理临床操作实践联系起来。课程内容的重组得到了教学人员和学生的一致认可。值得注意的是,2021届学生的成绩明显高于接受传统面对面教学的2020届学生(p<0.01)。这些结果表明，前一组学生的临床应用技能得到了提高。在一个学期实施教学改革之后，学生在动机方面表现出显著的改善，程序执行，自我管理,和人际沟通。在教学前阶段，观察到自我指导学习能力的总分在统计学上显着增加（p<0.05）。此外，学生满意度调查的结果反映了对丰富的教学形式的高度有利的看法，高水平的课程参与度，频繁的师生互动，增强整体能力。在本科护理学生的人体解剖学课程的背景下，改革的实际实施带来了显着的积极成果，从而提高教学和学习的有效性。学生的临床应用能力和自主学习能力显著提高，而对课程的总体满意度仍然很高。
