首页|视频案例结合OSCE模式下的情景模拟教学在肿瘤科规培护士中的应用

视频案例结合OSCE模式下的情景模拟教学在肿瘤科规培护士中的应用

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目的 探讨视频案例结合客观结构化临床考试(OSCE)模式下的情景模拟教学在肿瘤科规培护士中的应用效果,以期为规培护士教学提供参考.方法 选择2020年6月—2021年5月在南通大学附属肿瘤医院采用常规教学结合视频案例的规培护士42名作为常规组,选择2021年6月—2022年5月在肿瘤内科采用视频案例结合OSCE模式的情景模拟教学法的规培护士42名作为联合组.常规组护士采用常规教学结合视频案例法教学,联合组护士在常规组教学基础上进行OSCE模式下的情景模拟教学.比较2组护士在肿瘤科规培前及规培结束后的理论考核成绩和实践技能考核成绩及护士核心胜任力评价量表、批判性思维能力测量表、自主学习能力测评量表评分;规培结束后,采用教学满意度评估量表评估护士满意度.结果 规培前,2组护士理论考核成绩、实践操作考核成绩比较,差异无统计学意义(P>0.05).规培后,2组护士理论考核成绩、实践操作考核成绩均高于规培前,且联合组高于常规组,差异均有统计学意义(P<0.05).规培前,2组护士个人特质、临床护理能力、沟通能力、临床判断能力、专业发展能力评分比较,差异无统计学意义(P>0.05).规培后,2组护士个人特质、临床护理能力、沟通能力、临床判断能力、专业发展能力评分均高于规培前,且联合组高于常规组,差异均有统计学意义(P<0.05).规培前,2组护士分析能力、系统化能力、开放思维、寻找真相、求知欲、自信心和认知成熟度评分比较,差异无统计学意义(P>0.05).规培后,2组护士分析能力、系统化能力、开放思维、寻找真相、求知欲、自信心和认知成熟度评分均高于规培前,且联合组高于常规组,差异均有统计学意义(P<0.05).规培前,2组护士自主学习能力测评量表中自我管理能力、学习动机、合作学习能力和信息素质评分比较,差异无统计学意义(P>0.05).规培后,2组护士自主学习能力测评量表中自我管理能力、学习动机、合作学习能力和信息素质评分均高于规培前,且联合组高于常规组,差异均有统计学意义(P<0.05).联合组护士教学满意度评估量表中教学质量、教师知识储备、学习价值、师生互动、人际关系、课程安排合理性、课后作业评分高于常规组,差异有统计学意义(P<0.05).结论 视频案例结合OSCE模式下的情景模拟教学法能显著提高肿瘤科规培护士的考核成绩和岗位胜任力,增强规培护士的批判性思维,提升教学效果和教学满意度,值得推广应用.
Application of scenario simulation teaching combining video case studies and OSCE model in oncology resident nurses
Objective To explore the application of scenario simulation teaching combining video case studies and the Objec-tive Structured Clinical Examination(OSCE)model in oncology resident nurses,aiming to provide a reference for the teach-ing of resident nurses.Methods Forty-two resident nurses who received conventional teaching combined with video case studies from June 2020 to May 2021 at the Tumor Hospital Affiliated to Nantong University were selected as the convention-al group,and 42 resident nurses who received scenario simulation teaching combining video case studies and the OSCE model in the Department of Oncology from June 2021 to May 2022 were selected as the combined group.The conventional group received conventional teaching combined with video case studies,while the combined group received scenario simulation teaching combining video case studies and the OSCE model based on the conventional teaching of the conventional group.The theoretical examination scores,practical skills assessment scores,Nurse Core Competency Evaluation Scale scores,Critical Thinking Ability Measurement Scale scores,and Autonomous Learning Ability Assessment Scale scores of the two groups of nurses before and after the residency training were compared.After the residency training,the nurses'degree of satisfaction was evaluated using an evaluation scale on the degree of satisfaction with teaching.Results Before the residency training,no significant difference was observed in the theoretical examination scores and practical skills assessment scores between the two groups(P>0.05).After residency training,the theoretical examination scores and practical skills assess-ment scores of both groups of nurses were higher than before the residency training,and the combined group was higher than the conventional group,with statistically significant differences(P<0.05).Before the residency training,no signifi-cant difference was found in the scores of personal traits,clinical nursing ability,communication ability,clinical judgment a-bility,and professional development ability between the two groups(P>0.05).After the residency training,these scores in both groups of nurses were higher than before the residency training,and the combined group was higher than the conven-tional group,with statistically significant differences(P<0.05).Before the residency training,no significant difference was noted in the scores of analytical ability,systematic ability,open-mindedness,truth-seeking,curiosity,self-confidence,and cognitive maturity between the two groups of nurses(P>0.05).After the residency training,these scores in both groups of nurses were higher than before the residency training,and the combined group was higher than the conventional group,with statistically significant differences(P<0.05).Before the residency training,no significant difference was found in the scores of self-management ability,learning motivation,cooperative learning ability,and information literacy in the Autono-mous Learning Ability Assessment Scale between the two groups(P>0.05).After the residency training,these scores in the Autonomous Learning Ability Assessment Scale of both groups of nurses were higher than before the residency training,and the combined group was higher than the conventional group,with statistically significant differences(P<0.05).The scores of the evaluation scale on the degree of satisfaction with teaching in the combined group of nurses scored higher than the conventional group in terms of teaching quality,teacher knowledge reserve,learning value,teacher-student interaction,interpersonal relationships,rationality of course arrangement,and post-class assignment,with statistically significant differ-ences(P<0.05).Conclusion The scenario simulation teaching combining video case studies and OSCE model can signifi-cantly increase the assessment scores and job competency of oncology resident nurses,potentiate their critical thinking,and strengthen teaching effectiveness and degree of satisfaction,justifying a wider application.

Video case studiesObjective structured clinical examinationScenario simulation teachingOncology depart-mentJob competency

柯婧婧、葛晓霞、徐燕飞、马卫平、顾莉

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南通大学附属肿瘤医院肿瘤科,江苏 南通 226000

视频案例 客观结构化临床考试 情景模拟教学 肿瘤内科 岗位胜任力

江苏省南通市科技局项目

MSZ18259

2024

保健医学研究与实践
西南大学

保健医学研究与实践

CSTPCD
影响因子:0.512
ISSN:1673-873X
年,卷(期):2024.21(1)
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