%0 Journal Article %T “岗课赛证”视域下的综合育人模式——以广东省H技师学院护理专业为例
Integrated Education Model from the Perspective of “Post-Course-Competition-Certificate Integration”—A Case Study of the Nursing Program at H Technical College of Guangdong Province %A 邹光英 %J Advances in Education %P 968-972 %@ 2160-7303 %D 2025 %I Hans Publishing %R 10.12677/ae.2025.1561086 %X 在建设健康中国和应对老龄化的背景下，广东省H技师学院积极开设护理专业、探索“岗课赛证”综合育人模式。该模式核心是岗位、课程、竞赛和考证，通过构建护理专业课程体系、赛教融合、课证融通、建设高水平师资团队等策略，培养护理专业人才与岗位匹配，提升学生综合能力。在实施“岗课赛证”中也存在资源整合不协调、教师工作压力大，课程内容滞后、不注重过程性考核等问题。结合“岗课赛证”综合育人模式的特色，学院通过加强资源整合协同机制建设、重视教师发展、建立动态课程内容机制、强化过程性考核等应对策略。学院通过“岗课赛证”综合育人模式，提升学院教学质量，培养护理专业人才，推动职业教育发展。
Against the backdrop of advancing the Healthy China initiative and addressing population aging, H Technical College of Guangdong Province has proactively reformed its nursing program by exploring the “Post-Course-Competition-Certificate Integration” education model. Centered on job requirements, curriculum design, skill competitions, and certification standards, this model cultivates nursing professionals aligned with industry needs and enhances students’ comprehensive competencies through strategies including curriculum system development, competition-teaching integration, course-certificate alignment, and high-caliber faculty team building. However, challenges such as incoordination in resource integration, heavy workload on teachers, outdated curriculum content, and insufficient formative assessment persist during implementation. To address these issues, the college has adopted targeted solutions: strengthening collaborative mechanisms for resource integration, prioritizing faculty development, establishing dynamic curriculum updating mechanisms, and enhancing formative assessment. By implementing this integrated model, the college has improved teaching quality, cultivated nursing professionals, and contributed to the advancement of vocational education. %K 岗课赛证， %K 技师学院， %K 护理专业， %K 综合育人模式
Post-Course-Competition-Certificate Integration %K Technical College %K Nursing Program %K Integrated Education Model %U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=118230