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[1]胡聃金咏梅袁计红胡禕顾频颉李双双.基于建构主义理论的医校协同免陪照护医疗护理员培训模式探索[J].中国卫生质量管理,2026,33(6):13-17.[doi:10.13912/j.cnki.chqm.2026.33.6.03]
　HU Dan,JIN Yongmei,YUAN Jihong.Exploration of a Medical-School Collaborative Training Model for Unaccompanied Care Medical Nursing Assistants Based on Constructivist Theory[J].Chinese Health Quality Management,2026,33(6):13-17.[doi:10.13912/j.cnki.chqm.2026.33.6.03]

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基于建构主义理论的医校协同免陪照护医疗护理员培训模式探索

《中国卫生质量管理》[ISSN:1006-7515/CN:CN 61-1283/R] 卷: 33 期数: 2026年6期页码: 13-17 栏目: 特别关注出版日期: 2026-06-15

Title:: Exploration of a Medical-School Collaborative Training Model for Unaccompanied Care Medical Nursing Assistants Based on Constructivist Theory

作者:: 胡聃金咏梅袁计红胡禕顾频颉李双双; 上海中医药大学附属第七人民医院

Author(s):: HU Dan; JIN Yongmei; YUAN Jihong; The Seventh People’s Hospital Affiliated to Shanghai University of Traditional Chinese Medicine

关键词:: 医疗护理员; 免陪照护服务; 医校协同; 培训模式; 建构主义理论

Keywords:: Medical Nursing Assistants; Unaccompanied Care Services; Hospital-School Collaboration; Training Model; Constructivist Theory

分类号:: R47

DOI:: 10.13912/j.cnki.chqm.2026.33.6.03

文献标志码:: B

摘要:: 目的探索基于建构主义理论的医校协同免陪照护医疗护理员培训模式实践效果。方法选取4所技工学院健康照护专业2021级120名学员作为研究对象，随机分为研究组（n=60）和对照组（n=60）。对照组采用传统培训模式，以课堂理论讲授和校内模拟操作为主；研究组采用基于建构主义理论的医校协同培训模式，整合抛锚式案例教学、支架式医院见习和沉浸式免陪照护实训。培训前后，比较两组学员的理论考核成绩、操作技能评分、免陪照护胜任力。结果研究组学员培训后理论考核成绩（88.76±5.32）分、操作技能评分（91.24±4.18）分，均显著高于对照组的（76.35±8.47）分和（82.51±6.23）分；研究组学员免陪照护胜任力各维度得分及总分均优于对照组，差异均具有统计学意义（P均＜0.001）。结论基于建构主义理论的医校协同医疗护理员培训模式可有效提升学员理论水平、操作技能和免陪照护胜任力，并为免陪照护服务的规范化开展提供人才支撑，具有较高的实践应用价值。

Abstract:: ObjectiveTo explore the practical effects of a medical-school collaborative training model for healthcare attendants based on constructivist theory in the context of unaccompanied care services.MethodsA total of 120 students from the 2021 cohort of the health care major across four technical colleges were selected as the study subjects and randomly divided into a study group (n = 60) and a control group (n= 60). The control group received a traditional training model primarily consisting of classroom theory instruction and on-campus simulated operations. The study group underwent a constructivist theory-based medical-school collaborative training model that integrated anchored case teaching, scaffolded hospital internships, and immersive unaccompanied care practical training. Before and after the training, the theoretical examination scores, operational skill ratings, and unaccompanied care competency of the two groups were compared.ResultsThe study group achieved significantly higher theoretical examination scores (88.76 ± 5.32) and operational skill ratings (91.24 ± 4.18) compared to the control group’s scores (76.35 ± 8.47) and ratings (82.51 ± 6.23). Additionally, the study group outperformed the control group in all dimensions and the total score of unaccompanied care competency, with all differences being statistically significant (all P< 0.001).Conclusion The medical-school collaborative training model for healthcare attendants based on constructivist theory effectively enhances students’ theoretical knowledge, operational skills, and unaccompanied care competency. It provides talent support for the standardized implementation of unaccompanied care services and holds high practical application value.

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更新日期/Last Update: 2026-06-15