“课程思政”视域下护理专业学生职业认同的现状及影响因素分析
Current Status and Influencing Factors of Professional Identity among Midwifery Students from the Perspective of “Course Ideology and Politics”

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 < 0.05)、对专业喜爱程度(F = 25.791, P < 0.001)和毕业后从事意愿(F = 5.614, P < 0.05)是影响其职业认同的主要因素。结论：课程思政通过强化职业价值观教育、人文关怀实践和职业生涯引导，对提升职业认同感具有积极作用。建议深化思政元素与专业课程的融合设计，构建“课程思政 + 临床实践”联动机制，优化学生职业认同培养路径。
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 graduation (F = 5.614, P < 0.05) were the main factors affecting their professional identity. Conclusion: Course ideology and politics has a positive effect on enhancing professional identity through strengthening professional values education, humanistic care practice, and career guidance. It is recommended to deepen the integration design of ideological elements and professional courses, establish a linkage mechanism of “course ideology and politics + clinical practice”, and optimize the cultivation path of students’ professional identity.