Research on Ideological and Political Education in Higher Vocational Nursing Anatomy Course Based on the "Three Combinations and Three Forms" Approach

Abstract

Objective: To explore the construction and effectiveness of ideological and political education in the histology and embryology curriculum for higher vocational nursing students based on the “Three Combinations and Three Forms” approach. Methods: A total of 303 nursing students from the 2024 autumn cohort were randomly selected as participants. Evaluations were conducted before and after the teaching intervention, focusing on students' self-directed learning ability, critical thinking skills, course engagement, final theoretical exam scores, and teaching satisfaction.

Results: The results showed that 97% of students completed all teaching materials, with an average score of (83.09 ± 5.48) on the Digital Human STEM 7.0 platform. The final theoretical exam scores averaged (86.70 ± 6.87). Post-intervention, students demonstrated significant improvements in self-directed learning abilities—including learning motivation, self-management, collaborative learning, and information literacy—with statistically significant differences (P < 0.05). Similarly, critical thinking skills, encompassing truth-seeking, open-mindedness, analytical ability, systematization, confidence in critical thinking, intellectual curiosity, and cognitive maturity, showed statistically significant enhancements (P < 0.05). Additionally, 97% of students expressed high satisfaction with the curriculum. Conclusion: The “Three Integrations and Three Modes” teaching design effectively increased students' learning interest and engagement, improved their self-directed learning and critical thinking abilities, and received positive feedback. This study demonstrates that the innovative approach holds significant promotional value for ideological and political education reform in history and embryology courses, providing a valuable reference for higher vocational nursing education.