Effects of cognitive conflict teaching in nursing undergraduate teaching from the perspective of ideological and political education
10.3760/cma.j.cn115682-20220528-02571
- VernacularTitle:思政视域下认知冲突教学在护理本科教学中的应用
- Author:
Na ZHAO
1
;
Jingfang GUO
;
Yanyan CUI
;
Yan SONG
;
Lei WANG
Author Information
1. 长治医学院附属和平医院护理部，长治 046000
- Keywords:
Student, nursing;
Ideological and political education;
Cognitive conflict;
Teaching;
Humanistic quality
- From:
Chinese Journal of Modern Nursing
2023;29(7):966-970
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effects of cognitive conflict teaching in nursing undergraduate teaching from the perspective of ideological and political education.Methods:The new undergraduate nursing students of Changzhi Medical College admitted in 2019 and 2020 were selected by convenience sampling. The 145 nursing students enrolled in 2020 were included into the research group, while the 145 nursing students enrolled in 2019 were matched by SPSS software as the control group. Nursing students in the research group received cognitive conflict teaching from the perspective of ideological and political education, while those in the control group was given conventional cognitive conflict teaching. The scores of socialist core values, professional identity, caring ability, and humanistic quality were compared between the two groups.Results:After one year of teaching, the scores of socialist core values, professional identity, caring ability, and humanistic quality of nursing students in the research group were higher than those in the control group, and the differences were statistically significant ( P<0.05) . Conclusions:Cognitive conflict teaching from the perspective of ideological and political education can improve nursing students' socialist core values, professional identity, caring ability, and humanistic quality, and realize the effective integration of ideological and political education with professional theoretical knowledge.
