摘要目的:探索以需求为导向的医学生早期接触护理课程应用效果。方法:采用整群抽样方法，选取首次进入北京协和医院参加临床早接触课程的2017级及2018级八年制临床医学专业115名学生为研究对象，其中2018级为70名学生设为试验组，2017级45名学生设为对照组。试验组以需求为导向进行早期接触护理课程内容、授课方式的设计并应用，对照组学生采用常规授课方式，课程结束后以学生对课程的了解程度、认可程度、满意程度以及跨专业学习准备度为课程效果考核指标。通过 t检验和卡方检验进行数据分析。 结果:试验组学生比对照组学生在对课程的认可程度[(3.63±0.78)分比(3.11±0.83)分]及满意度评分[(13.59±1.48)分比(11.29±2.36)分]高，其差异均具有统计学意义(均 P<0.05)；试验组学生团队协作、以患者为中心及跨专业学习准备度总分分别为(53.49±5.30)分、(22.90±2.11)分、(93.31±7.58)分，均高于对照组学生(50.78±4.98)分、(22.07±2.11)分、(88.62±4.83)分，其差异均具有统计学意义(均 P<0.05)。 结论:在医学生早期接触临床阶段推进以需求为导向的早期接触护理课程有助于提高学生对课程的认可度和满意度，提高医学生团队合作与共情能力，提高早期接触临床实施效果。

abstractsObjective:To explore the effect of the demand-oriented interprofessional nursing education curriculum in the early clinical contact for medical students.Methods:Cluster sampling method was used in the study. A total of 115 eight-year program clinical medicine students enrolled in 2017 and 2018 who entered Peking Union Medical College Hospital for the first time to participate in the clinical early contact course were selected as the research objects. Among them, 70 students in the class of 2018 were set as the experimental group, and 45 students in the class of 2017 were set as the control group. The experimental group was demand-oriented to design and apply the curriculum content and teaching method of early contact nursing course, while the control group adopted the conventional teaching method. At the end of the course, students' understanding of the course, degree of recognition, degree of satisfaction and readiness for cross-major learning were taken as the assessment indicators. Data were analyzed by t-test and chi-square test. Results:Compared with the control group, the students in the experimental group had higher degree of recognition for the course [(3.63±0.78) vs. (3.11±0.83)] and satisfaction [(13.59±1.48) vs. (11.29±2.36)], and the differences were statistically significant (all P<0.05). The total scores of team collaboration [(53.49±5.30) vs. (50.78±4.98)], patient-centered [(22.90±2.11) vs. (22.07±2.11)] and interprofessional learning readiness [(93.31±7.58) vs. (88.62±4.83)] in the experimental group were higher than those in the control group, all with statistical significance (all P <0.05). Conclusions:Promoting demand-oriented early contact nursing course in the early clinical contact stage of medical students can fully improve students' recognition and satisfaction of the course, improve medical students' teamwork and empathy ability, and facilitate the clinical application of early contact for medical students.