目的 探讨呼吸系统标准化患者联合案例教学在某医院护士规范化培训中的教学效果。方法 选取2021年8月和2022年8月我院统一录用的护理专业应届毕业生为研究对象,按照入职顺序2021年8月入职的新护士为对照组（传统教学模式）,2022年8月入职的新护士为观察组（标准化患者联合案例教学模式）。比较2组规培护士结业时的核心能力、考核成绩和教学模式评价。结果 观察护士核心能力评分为（147.64±7.54）分、案例考核为（89.20±7.75）分、技能操作考核为（92.64±2.82）分均高于对照组（135.56±8.32）分、（84.71±8.56）分、（89.10±7.75）分,差异具有统计学意义（P<0.001）;观察组理论成绩为（95.78±5.01）分,对照组为（95.04±4.21）分,差异无统计学意义（P>0.05）;观察组规培护士对教学模式评价均高于对照组,差异具有统计学意义（P<0.001）。结论 在肺病专科医院护士规范化培训中应用标准化患者联合案例教学效果显著,规培护士对该教学方法认可度较高。
Abstract
Objective To explore the effect of standardized patients (SP) combined with case-based learning (CBL) in the standardized training for nurses. Methods Nursing graduates recruited by the hospital were selected as study subjects. New nurses enrolled in August 2021 were assigned to control group with traditional teaching mode, while those enrolled in August 2022 to observation group with SP combined with CBL. Core competency, theoretical and practical assessment score and evaluation of the teaching method between the two groups were compared. Results The score of core competency, case assessment and skill operation of the observation group was 147.64±7.54, 89.20±7.75, and 92.64±2.82 respectively, which was significantly higher than that of the control group 135.56±8.32, 84.71±8.56, and 89.10±7.75, respectively. The difference was statistically significant (P<0.001). The theoretical examination score of the observation group (95.78±5.01) and control group (95.04±4.21) showed no statistically significant difference (P>0.05). The observation group had significantly higher satisfaction with the teaching method compared to the control group, showing statistical significance (P<0.001). Conclusion The application of SP combined with CBL in the standardized training for nurses in specialized pulmonary hospital significantly improves training outcomes, and the nurses in training have a high degree of recognition of this teaching method.
关键词
标准化患者 /
案例教学 /
护士 /
规范化培训
Key words
standardized patient /
case-based learning /
nurse /
standardized training
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基金
中华医学会医学教育分会和全国医学教育发展中心2023年度医学教育研究课题项目（2023B265）; 同济大学护理学院（筹）学科建设三年行动计划教学改革项目（JS2210302,JS2210104）
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