Xin Ye, Hang Xu, Man Zhang
To construct an evaluation indicator system for ideological and political education (IPE) in Basic Nursing Courses, thereby providing a basis for improving the teaching quality of IPE in these courses. Based on the CIPP (Context-Input-Process-Product) model framework, a preliminary draft of the evaluation indicator system for IPE in Basic Nursing Courses was developed through methods, such as literature review and group discussion. Using the Delphi expert consultation method, 21 experts were invited to provide supportive feedback and suggestions for revising the evaluation system over two rounds. The scores, coefficient values and consistency ratios for the first-, second- and third-level indicators were calculated, and the weights of the indicators at each level were determined using the Analytic Hierarchy Process (AHP). The expert response rate in the two rounds of the Delphi survey was 95% and 100%, respectively. Expert authority coefficients were 0.856 and 0.865, and judgment basis coefficients were 0.865 and 0.880, respectively. Kendall’s W values were 0.218 and 0.276 (p < 0.001). The developed evaluation indicator system comprised 4 first-level indicators, 12 s-level indicators, and 55 third-level indicators. Guided by the CIPP theoretical framework, this study tentatively established an evaluation indicator system for IPE in Basic Nursing Courses. The consensus among experts reached an acceptable level, and the system could serve as a theoretical framework and reference for subsequent assessments of teaching quality and empirical validation of IPE in Basic Nursing Courses. However, as the system is still in the preliminary stage, further validation of its reliability, validity and feasibility, as well as its application in real teaching scenarios, is required. This study preliminarily developed an evaluation indicator system for IPE in the Basic Nursing Courses, using the CIPP model and the Delphi method as its foundation. This study, using the CIPP model as its theoretical framework, constructed a preliminary framework for the evaluation indicator system of IPE in the Basic Nursing Courses. If empirically tested in the future, it may evolve into a reference tool to assist educators in reflecting on instructional design and identifying directions for improvement. The framework enabled teachers to engage in evidence-based reflection on their teaching practices and to pinpoint areas for pedagogical enhancement. By enabling quantitative evaluation of the entire process of IPE, it promoted the deep integration of professional values and ethical competence into nursing education, thereby providing a theoretical framework for cultivating nursing talents who possessed both excellent clinical skills and high moral integrity. Due to its limitations, including the absence of large-scale empirical testing in real-world teaching settings, this framework could not be equated with a fully validated evaluation tool.