目的 探讨抛锚式教学联合反思循环（Gibbs' reflective cycle，Gibbs）对提高急危重症护理学课程的教学效果。 方法 选择北京卫生职业学院2019级（30名）和2020级（30名）在首都医科大学附属北京安贞医院实习的护理专业学生（以下简称护生）作为研究对象，2020级护生作为试验组，2019级护生作为对照组，对照组采用传统教学法，试验组采用抛锚式教学联合Gibbs反思循环。比较两组护生学习成绩及课堂效果评价及满意度结果。 结果 试验组理论及实践成绩分别为（83.3±6.9）分和（94.2±2.1）分，高于对照组（52.5±9.7）分和（85.2±4.3）分；试验组对教学效果的评价及满意度均高于对照组，差异均有统计学意义（P＜0.05）。 结论 抛锚式教学联合Gibbs反思循环在急诊危重症护理学课程教学中可以提高护生学习成绩、教学满意度。

Objective To explore the effect of anchored instruction combined with Gibbs reflective cycle on the intervention outcomes for nursing students (hereinafter referred to as nursing students) in emergency critical care nursing course. Methods Nursing students from Beijing Health Vocational College, Class of 2019 (30 students) and Class of 2020 (30 students), who were interning at Beijing Anzhen Hospital, Capital Medical University were selected as research subjects. The 2020 class was designated as the combined teaching group, while the 2019 class served as the traditional teaching group. The traditional teaching group used traditional teaching methods, whereas the combined teaching group used anchored instruction combined with Gibbs reflective cycle. The study compared the learning outcomes, classroom effect evaluations, and satisfaction results between the two groups of nursing students. Results The combined teaching group achieved theoretical and practical scores of (83.3±6.9) points and (94.2±2.1) points, respectively, higher than the traditional teaching group's scores of (52.5±9.7) points and (85.2±4.3) points. The evaluation of teaching effectiveness and satisfaction in the combined teaching group was also higher than in the traditional teaching group, with the differences being statistically significant (P＜0.05). Conclusion The application of anchored instruction combined with Gibbs reflective cycle in emergency critical care nursing courses can improve nursing students' academic performance, satisfaction, and recognition of teaching effectiveness.