Effects of scenario-based teaching on clinical comprehensive abilities of junior nurses in cardiac surgery from the perspective of script theory
Objective To investigate the effects of scenario-based teaching on the comprehensive abilities of nurses in the department of cardiac surgery from the perspective of the script theory.Methods From March 2020 to April 2022,65 junior nurses in the department of cardiac surgery of The First Affiliated Hospital of Air Force Medical University were divided into control group(n=33)and experimental group(n=32).The control group received scenario-based teaching,while the experimental group received scenario-based teaching from the perspective of the script theory.The two groups were compared in terms of theoretical and skills assessment scores,comprehensive clinical abilities,and satisfaction with teaching.SPSS 20.0 was used to perform the t test.Results After 6 months of teaching,the experimental group showed a significantly higher theoretical score[(91.37±5.34)vs.(86.22±6.28),P＜0.05]and a significantly higher practical score[(91.55±5.36)vs.(84.48±4.52),P＜0.05]compared with the control group.The total score and individual scores of comprehensive clinical abilities were significantly higher in the experimental group than in the control group(P＜0.05).The experimental group was superior to the control group with respect to the total score and individual scores of satisfaction with teaching.Conclusions Scenario-based teaching from the perspective of the script theory can improve the comprehensive clinical abilities of nurses in cardiac surgery.
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