目的:探讨“课程思政”视域下助产专业学生职业认同感的现状及其与思政教育融合路径的关系,分析关键影响因素,为优化课程思政与专业教育的协同机制提供依据。方法:采用方便抽样法于2024年5月选取某医学院2023级护理专业本科生53名为研究对象。采用一般资料问卷和护生职业认同问卷进行调查,结合课程思政教学实践评估教育效果。运用SPSS 26.0软件对数据进行描述性统计、t检验、单因素方差分析。结果:护理专业学生职业认同总分为(60.15 ± 9.53)分,处于中等水平。其中社会说服维度得分最高(3.85 ± 0.82),留职获益与离职风险维度得分最低(3.17 ± 0.72)。高考第一志愿(F = 6.401, P Objective: To investigate the current status of professional identity among midwifery students from the perspective of “course ideology and politics” and its relationship with the integration path of ideological education, analyze key influencing factors, and provide a basis for optimizing the collaborative mechanism between course ideology and politics and professional education. Methods: Using convenience sampling, 53 sophomore nursing undergraduates from a medical college were selected as research subjects in May 2024. A general information questionnaire and the Professional Identity Questionnaire for Nursing Students were used for the survey, combined with course ideology and politics teaching practice to evaluate educational effectiveness. SPSS 26.0 software was used for descriptive statistics, t-tests, and one-way ANOVA. Results: The total professional identity score of nursing students was (60.15 ± 9.53), indicating a medium level. The social persuasion dimension scored highest (3.85 ± 0.82), while the retention benefit and turnover risk dimension scored lowest (3.17 ± 0.72). First choice in college entrance examination (F = 6.401, P < 0.05), degree of preference for the major (F = 25.791, P < 0.001), and willingness to engage in the profession after gr
社会的进步,医学科学的发展及全球性医疗保健质量要求的不断提高对医学教育提出了巨大挑战.在这种国际大背景下,2001年6月世界医学教育联合会（World Federation for Medical Education,WFME）发布〈本科医学教育全球标准〉,2002年2月国际医学教育学会（IIME）发布本科〈全球医学教育最基本要求〉（GMER）,2008年9月中国教育部和卫生部联合颁布〈中国本科医学教育标准--临床医学专业（试行）〉（教高[2008]9号）.这些标准都以＂能力导向的教育＂为宗旨.
