Practical Exploration of Integrating Course-based Ideological and Political Education into Pediatric Nursing Teaching

Abstract

Pediatric nursing teaching, given the characteristics of the pediatric population’s physiological and psychological immaturity and high family involvement, imposes special requirements on learners’ protective awareness and ethical judgment. The individual dignity and professional responsibility addressed by course-based ideological and political education inherently overlap with professional goals such as prioritizing pediatric patient safety and family-centered care; however, cognitive biases and structural barriers in actual teaching lead to a separation between the two. Starting from the logic of integration, this study extracts three types of value elements from the protection of pediatric patients’ rights, family-centered care, and professional risk situations, constructs a categorized and hierarchical content system, and proposes three organizational strategies—narrative pedagogy, role simulation, and behavioral representation of formative evaluation—to form an operable teaching transmission mechanism.