目的 将库伯经验学习理论与整合式教学结合应用于护理硕士专业研究生危重症护理教学，开展探索性、小样本试点研究，评价该教学方案的短期效果与可操作性。 方法 采用名义群体法，形成基于库伯经验学习理论的危重症模块整合式护理临床教学方案框架，包括经验感知、理解观察、评价概括和实践应用4个学习阶段。邀请护理研究生教学、危重症临床护理教学及临床护理专家，进行2轮Delphi专家咨询，构建包含5个危重症模块的整合式培训内容。在18名护理专业硕士研究生危重症护理专科能力培养中进行应用，采用迷你临床演练量表（mini-clinical evaluation exercise，Mini-CEX）、护理专业学生学习动力评定量表、满意度调查表评价其短期效果及可行性。 结果 培训前护理专业硕士研究生Mini-CEX得分为（3.17±0.65）分、护理专业学生学习动力评定量表得分为（120.61±17.10）分；培训后Mini-CEX得分为（6.00±0.55）分、护理专业学生学习动力评定量表得分为（139.22±7.10）分，培训前后得分差异均有统计学意义（P<0.01）。护理专业硕士研究生对该教学方案的总体满意度为96.67%。 结论 在库伯经验学习理论指导下构建的整合式危重症护理教学方案具有科学性、可行性，能提高护理硕士专业学位研究生主动学习能力，有助于培训研究生的危重症专科能力。

Objective To Integrate Kolb’s experiential learning theory with integrated teaching in critical nursing education for master of nursing specialist（MNS） students，conduct an exploratory and small sample pilot study to verify the short-term effectiveness and operability of the teaching program. Methods Using the nominal group technique，a framework for an integrated clinical teaching program of critical care based on Kolb’s experiential learning theory was developed，four learning phases included experiential perception，reflective observation，abstract conceptualization，and active experimentation. Experts in nursing postgraduate education，critical care clinical nursing teaching and clinical nursing were invited to conduct 2 rounds of Delphi expert consultation for constructing integrated training contents covering five critical care modules. The teaching program was applied in the training of critical care nursing skills for 18 MNS students. Mini-clinical Evaluation Exercise（Mini-CEX），Learning Motivation Assessment Scale，and Satisfaction Questionnaire were used to assess the short-term effectiveness and feasibility. Results The Mini-CEX score for MNS students before training was （3.17±0.65） points，and the Learning Motivation Assessment Scale score was（120.61±17.10） points. After the training，the Mini-CEX score was（6.00±0.55） points，and the Learning Motivation Assessment Scale score was （139.22±7.10） points. The differences in scores before and after the training were statistically significant （both P<0.01）. The overall satisfaction rate of MNS students with this teaching program was 96.67%. Conclusion The integrated critical care nursing teaching program，guided by Kolb’s experiential learning theory，demonstrates scientific rigor and feasibility. It effectively enhances MNS students’ self-directed learning abilities，and help train their critical care specialty skills.