Research on the Construction and Effectiveness of a Comprehensive Educational System Integrating Ideological Education with Professional Courses for Nursing Majors at the Undergraduate Level, Based on the OBE (Outcomes-Based Education) Philosophy

Kai Kou

doi:10.70088/954jzw25

Authors

Kai Kou Hainan Vocational University of Science and Technology, Haikou, China Author

DOI:

https://doi.org/10.70088/954jzw25

Keywords:

obe philosophy, vocational education, nursing program, ideological education, educational process

Abstract

The Outcome-Based Education (OBE) philosophy emphasizes a student-centered approach focused on learning outcomes, highlighting the achievement of educational objectives and continuous improvement. It represents a pivotal concept in contemporary advancements of vocational undergraduate education. The vocational nursing program plays a critical role in cultivating high-level technical and skilled nursing professionals. This requires not only the enhanced development of specialized knowledge and practical clinical skills but also a strong emphasis on fostering professional ethics, humanistic literacy, and comprehensive value systems. Addressing existing challenges in ideological and political education within nursing curricula—including unclear goal orientation, insufficient curriculum integration, inadequate practical training frameworks, and underdeveloped evaluation mechanisms—this study proposes establishing a comprehensive OBE-based educational system tailored for vocational nursing programs. Guided by specific graduation requirements and overarching educational objectives, this proposed system prioritizes the achievement of ideological and political education goals. It accomplishes this through restructuring educational objectives, optimizing curriculum design, innovating practical training approaches, and improving comprehensive evaluation mechanisms, thereby achieving a deep integration of ideological education with professional training. Practical outcomes demonstrate that this integrated system significantly enhances students' professional identity, humanistic competence, social responsibility awareness, and overall job competency. Ultimately, it fosters the synergistic development of value cultivation, knowledge acquisition, and skill enhancement. These findings provide novel insights and practical references for advancing ideological and political education in vocational nursing programs.

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