改良Peyton四步教学法联合DOPS在西藏临床技能培训中的应用  

Application of Modified Peyton’s Four-Step Approach Combined with DOPS for Clinical Skills Training in Xizang

作　　者：郑梓煜[1] 蔡锐彬[1] 尚成玉 阿旺旺姆 肖琦颖 央吉桑姆 普布次仁 普珍 ZHENG Ziyu;CAI Ruibin;SHANG Chengyu;Ngawang Wangmo;XIAO Qiying;Yangkey Sangmo;Phurpu Tsring;Pu Zhen(Emergency Department,the First Affiliated Hospital of Sun Yat-sen University,Guangzhou 510080;Bianba People’s Hospital,Bianba 855500,China)

机构地区：[1]中山大学附属第一医院急诊科,广东广州510080 [2]西藏边坝县人民医院急诊科,西藏边坝855500

出　　处：《医学教育研究与实践》2024年第2期237-241,共5页Medical Education Research and Practice

基　　金：中山大学附属第一医院毕业后医学教育教学改革课题(C2042403)。

摘　　要：目的探讨基于改良Peyton四步教学法的模拟教学联合操作技能直接观察(direct observation of procedural skills,DOPS)评估方法在西藏临床技能培训中的应用效果。方法选取西藏边坝县人民医院2021年5月—2022年5月参加临床技能培训的51名医护人员为研究对象,随机分为试验组与对照组。试验组采用结合改良Peyton四步教学法进行成人男性导尿术教学,并在培训开始前、培训中期及培训结束后,由带教教师采用DOPS评估方法对学员进行测评。对照组采用传统临床技能培训方法进行教学。在培训结束后发放满意度调查问卷,以了解学员对该教学模式的满意度。结果试验组技能考核平均成绩(90.12±5.50)分,对照组技能考核平均成绩(79.36±6.95)分,两组间成绩比较,其差异具有统计学意义(P<0.001);DOPS评估量表显示,试验组学员在培训结束后临床操作各项能力均较前有显著提高,其差异均具有统计学意义(P<0.05);课后满意度调查结果显示,在赞同“增强相关基础知识”等6个方面,试验组与对照组比较,其差异均具有统计学意义(P<0.001)。结论基于改良Peyton四步教学法的模拟教学联合DOPS评估方法的教学模式可提高西藏藏区医护人员的临床技能操作水平,适合在藏区医护人员临床技能培训中推广。Objective To explore the application effect of modified Peyton’s four-step approach combined with direct observation of procedural skills(DOPS)for clinical skills training in Xizang.Methods From May 2021 to May 2022,a total of 51 medical staffs were enrolled in the study.These students were randomly divided into experimental group(EG)and control group(CG).The EG were trained and evaluated using modified Peyton’s four-step approach and DOPS during training of adult male catheterization,while the CG adopted the traditional teaching method.All the students were also investigated with satisfaction questionnaire after training.Results The test scores of the EG were significantly higher than those of the CG(90.12±5.50 vs 79.36±6.95,P<0.001).The scores of students from EG demonstrated by DOPS showed gradual upward trend during the three stages of training(P<0.05).Meanwhile,the satisfaction of students between the EG and CG to their respective teaching methods was compared,the difference was statistically significant(P<0.001).Conclusion The teaching method of modified Peyton’s four-step approach combined with DOPS can improve the clinical skills of nurses in Tibet,which were suitable for further promotion in clinical skills training of Tibetan medical personnel.

关 键 词：改良Peyton四步教学法 操作技能直接观察 模拟教学 临床技能培训 

分 类 号：G642.0[文化科学—高等教育学]