缺陷情景式客观结构化临床考试教学在手术室专科护士培训中的应用  

Application of the defect situational objective structured clinical examination in the training of specialized nurses in the operating room

作　　者：王宇[1] 张增梅[1] 李胜云[1] 魏薇[1] Wang Yu;Zhang Zengmei;Li Shengyun;Wei Wei(Operating Room,the First Affiliated Hospital of Zhengzhou University,Zhengzhou 450052,China)

机构地区：[1]郑州大学第一附属医院手术室,郑州450052

出　　处：《中国实用护理杂志》2024年第20期1521-1527,共7页Chinese Journal of Practical Nursing

基　　金：河南省高等学校重点科研项目(24A320081);郑州大学2022年度校级教育教学改革研究与实践项目(2022ZZUJG079)。

摘　　要：目的探讨缺陷情景式客观结构化临床考试(OSCE)教学在手术室专科护士培训中的应用效果,为手术室专科护士培训提供新的教学思路。方法采用类实验研究,整群抽样法选取参加2022年和2023年郑州大学第一附属医院举办的河南省手术室专科护士培训的78名学员为研究对象,将参加2022年和2023年培训的学员分别作为对照组(38名)和试验组(40名)。对照组采用常规教学方法,试验组采用缺陷情景式OSCE教学方法。培训结束后,通过技能操作考核成绩、临床思维能力评估量表对2种教学方法进行效果评价。结果对照组学员男4名,女34名,年龄(30.03±4.33)岁;试验组学员男3名,女37名,年龄(29.93±3.95)岁。试验组学员手术患者核查交接、手术体位安置、职业暴露防护成绩分别为(91.80±2.95)、(90.38±3.66)、(91.10±3.26)分,均高于对照组的(89.08±3.21)、(87.84±3.49)、(88.39±4.21)分,2组比较差异均有统计学意义(t=3.91、3.13、3.18,均P<0.05);试验组学员临床思维能力总分为(80.66±1.85)分,高于对照组的(77.77±1.62)分,2组比较差异有统计学意义(t=7.31,P<0.05);试验组学员对教学效果的评价较好,满意率为92.5%(37/40)~100.0%(40/40)。结论缺陷情景式OSCE教学方法应用在手术室专科护士培训中能更好地提高学员操作水平,有助于提高学员的临床思维能力,培训效果优于常规教学方法,值得在临床中推广应用。Objective To evaluate the effects of the defect situational objective structured clinical examination(OSCE)in the training of specialized nurses in the operating room,and provide a new idea for the training of specialized nurses in the operating room.Methods A quasi experimental study was used in this study.A total of 78 nurses who participated in the training of the operating room specialized nurses in Henan Province in 2022 and 2023 which were organized by the First Affiliated Hospital of Zhengzhou University were selected by cluster sampling method.The nurses who participated in the training in 2022 and 2023 were assigned to the control group(38 participants)and the experimental group(40 participants),respectively.Nurses in the experimental group received defect situational OSCE,while nurses in the control group received conventional teaching.After the training,the effect of the two teaching methods was evaluated by skill operation assessment results and Clinical Thinking Ability Assessment Scale.Results There were 4 males and 34 females in the control group,aged(30.03±4.33)years old,and 3 males and 37 females in the experimental group,aged(29.93±3.95)years old.The scores of the verification and handover of surgical patients,surgical position placement and the occupational exposure protection were(91.80±2.95),(90.38±3.66),(91.10±3.26)points in the experimental group and were(89.08±3.21),(87.84±3.49),(88.39±4.21)points in the control group,the differences between the two groups were statistically significant(t=3.91,3.13,3.18,all P<0.05).The total score of clinical thinking ability in the experimental group was(80.66±1.85)points,which was higher than(77.77±1.62)points in the control group,the difference between the two groups was statistically significant(t=7.31,P<0.05).The evaluation of the teaching effect in the experimental group was better,and the satisfaction rate was 92.5%(37/40)-100.0%(40/40).Conclusions The application of defect situational OSCE teaching method in the training of operating room

关 键 词：手术室护理 缺陷情景 客观结构化临床考试 专科护士 

分 类 号：C975[经济管理—劳动经济] R47-4[医药卫生—护理学]