基于护教合作的《护理学基础》课程迷你临床评估练习教学模式的效果：一项准实验研究
Effects of the mini-clinical evaluation exercise teaching mode based on nurse-faculty cooperation in Fundamentals of Nursing course: A quasi-experimental study.
作者信息
Chen Yangguang, Li Xiaomang, Zhao Jia, Li Shenmei, Dai Yunyun, Zhou Zili
机构信息
Nursing College, Guilin Medical University, Guilin, China.
Humanities and Management College, Guilin Medical University, Guilin, China.
出版信息
Int J Nurs Sci. 2023 Jun 21;10(3):359-366. doi: 10.1016/j.ijnss.2023.06.013. eCollection 2023 Jul.
OBJECTIVES
This study aimed to explore the effects of the mini-clinical evaluation exercise (mini-CEX) teaching model based on nurse-faculty collaboration in Fundamentals of Nursing course.
METHODS
A quasi-experimental design was conducted. A total of 111 nursing students of two parallel classes were recruited from a nursing college in Guilin, China from February to December 2022, and allocated to the intervention group ( = 56) and control group ( = 55). The intervention group received a mini-CEX teaching model based on nurse-faculty collaboration, the teaching-learning process included scenario creation (10 min), inquiry-based learning (30 min), case report (30 min), scenario simulation exercise (40 min), and effectiveness evaluation (10 min). While the control group received conventional teaching method. All students were invited to complete the College Classroom Climate Assessment Scale (CCCA) and the Chinese version of the Competency Inventory for Nursing Students (CINS-CV) before and after the intervention. Course achievement of students was evaluated. After the intervention, the intervention group was asked an open-ended question to explore the difficulties or challenges they had encountered.
RESULTS
After intervention, the CCCA score (208.36 ± 23.25 vs. 190.60 ± 28.83), CINS-CV score(106.95 ± 14.48 vs. 99.55 ± 14.60), the oretical exam score (83.01 ± 4.27 vs. 79.75 ± 5.45), and scenario simulation exam score (89.23 ± 3.17 vs. 81.42 ± 7.19) of intervention group were higher than those of the control group (＜0.01). The open-ended questionnaire survey revealed that the difficulties or challenges faced by the intervention group were mainly related to case analysis, group cooperation, learning material acquisition, and teacher guidance.
CONCLUSION
Applying the mini-CEX teaching model based on nurse-faculty collaboration could cultivate nursing students' competency, build a positive classroom climate, and improve the course achievement of students.
目的
本研究旨在探讨基于师生合作的迷你临床评估练习（mini-CEX）教学模式在《护理学基础》课程中的效果。
方法
采用准实验设计。2022年2月至12月，从中国桂林某护理学院招募了两个平行班级的111名护理专业学生，分为干预组（n = 56）和对照组（n = 55）。干预组采用基于师生合作的mini-CEX教学模式，教学过程包括情景创设（10分钟）、探究式学习（30分钟）、病例报告（30分钟）、情景模拟练习（40分钟）和效果评估（10分钟）。对照组采用传统教学方法。所有学生在干预前后均被邀请完成《大学课堂氛围评估量表》（CCCA）和中文版《护生能力量表》（CINS-CV）。评估学生的课程成绩。干预后，向干预组提出一个开放式问题，以探讨他们遇到的困难或挑战。
结果
干预后，干预组的CCCA得分（208.36 ± 23.25 vs. 190.60 ± 28.83）、CINS-CV得分（106.95 ± 14.48 vs. 99.55 ± 14.60）、理论考试成绩（83.01 ± 4.27 vs. 79.75 ± 5.45）和情景模拟考试成绩（89.23 ± 3.17 vs. 81.42 ± 7.19）均高于对照组（P ＜ 0.01）。开放式问卷调查显示，干预组面临的困难或挑战主要与病例分析、小组合作、学习资料获取和教师指导有关。
结论
应用基于师生合作的mini-CEX教学模式可以培养护生的能力，营造积极的课堂氛围，并提高学生的课程成绩。
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