Mini-CEX联合CBL教学模式在护理研究生临床实践培训中的应用

中华养生保健 ›› 2024, Vol. 42 ›› Issue (20): 79-82.

Mini-CEX联合CBL教学模式在护理研究生临床实践培训中的应用

王静¹, 黄有红², 黄艳玲², 青秋琼², 曾苏华^3,*

1.江西省妇幼保健院护理部,江西南昌,330000;
2.南昌大学护理学院,江西南昌,330000;
3.南昌大学第一附属医院胸外科,江西南昌,330000

出版日期:2024-10-16 发布日期:2024-10-14
通讯作者: ^*曾苏华,E-mail:ndyfy01366@ncu.edu.cn。
作者简介:王静（1978—）,女,汉族,籍贯：江西省南昌市,本科,副主任护师,研究方向：护理管理,护理教育。
基金资助:
南昌大学学位与研究生教育教学改革研究项目（NCUYJSJG-2022-049）; 南昌大学创新创业教育类教学改革课题（NCUSCJG-2022N49）; 江西省普通本科高校教育教学研究改革课题（JXJG-23-1-30）; 中国心理卫生协会护理心理专业委员会科学研究规划课题（2023-35-158）

The Application of Mini-CEX Combined with CBL Teaching Mode in Clinical Nursing Graduate Practice Training

WANG Jing¹, HUANG You-hong², HUANG Yan-ling², QING Qiu-qiong², ZENG Su-hua^3,*

1. Nursing Department of Jiangxi Maternal and Child Health Hospital, Nanchang Jiangxi 330000, China;
2. School of Nursing, Nanchang University, Nanchang Jiangxi 330000, China;
3. Department of Thoracic Surgery, First Affiliated Hospital of Nanchang University, Nanchang Jiangxi 330000, China

Online:2024-10-16 Published:2024-10-14

摘要/Abstract

摘要： 目的探讨迷你临床演练评估（Mini-CEX）联合以案例为导向（CBL）的综合教学模式,在护理研究生临床实践培训中的应用效果。方法选取2021年—2023年进入江西省某三级甲等医院临床实践培训的全日制护理专硕研究生42人作为研究对象,按照随机分组原则将共分为对照组和观察组,每组21人。对照组由总带教落实入科教育、带教计划、指导老师进行经验知识传授、临床实践指导等操作,根据要求进行定期考核。观察组则在对照组基础上采用Mini-CEX联合CBL的方式进行临床教学。比较两组护理研究生在出科时的综合测评及教学满意度等指标。结果观察组护理研究生综合测评指标中,理论与技能成绩比较,差异无统计学意义（P>0.05）,但在护患沟通、评估、诊断、措施应用、健康教育、人文关怀、整体评价等方面比较,差异均有统计学意义（P<0.05）;两组护理研究生带教计划规范性、临床应急能力、学习兴趣、教学满意度方面比较,差异均有统计学意义（P<0.05）。结论 Mini-CEX联合CBL方式是一种可操作的研究生临床教学模式,建立健全并优化综合教学培养方案及流程,有利于提升护理研究生的临床实践能力,培养高层次复合型护理人才。

关键词: Mini-CEX教学, CBL教学, 护理研究生, 临床实践, 应用

Abstract: Objective To explore the construction and application effect of a comprehensive teaching model combining Mini CEX and Case Based Learning (CBL) in clinical nursing graduate practical training Research. Methods 42 full-time nursing graduate students who entered the clinical practice training program at the First Affiliated Hospital of Nanchang University in 2022 and 2021 were selected as the research subjects. They were randomly divided into a control group of 21 people and an observation group of 21 people; The control group is implemented by the chief teacher for enrollment education, teaching plans, guidance teachers for experience and knowledge transfer, clinical practice guidance, and other operations, and regular assessments are conducted according to requirements. The observation group received clinical teaching using Mini-CEX combined with CBL on the basis of the control group. Both groups of nursing graduate students were assessed upon graduation, comprehensively evaluated, and filled out a satisfaction questionnaire. Results In the comprehensive evaluation of nursing graduate students in the observation group, although there was no statistically significant difference in theoretical and skill scores between the two groups (P>0.05), there was a statistical difference between the two groups in terms of nurse patient communication, evaluation, diagnosis, measure application, health education, humanistic care, and overall evaluation ratio (P<0.05); There was a statistical difference between the two groups of nursing graduate students in terms of teaching plan standardization, clinical emergency response ability, learning interest, and teaching satisfaction (P<0.05). Conclusion Mini CEX combined with CBL teaching is an operable teaching mode. Establishing and optimizing comprehensive teaching and training plans and processes is conducive to improving the clinical practice ability of nursing graduate students and cultivating high-level composite nursing talents.

Key words: Mini CEX teaching, CBL teaching, nursing graduate students, practical training, application

中图分类号:

R471

王静, 黄有红, 黄艳玲, 青秋琼, 曾苏华. Mini-CEX联合CBL教学模式在护理研究生临床实践培训中的应用[J]. 中华养生保健, 2024, 42(20): 79-82.

WANG Jing, HUANG You-hong, HUANG Yan-ling, QING Qiu-qiong, ZENG Su-hua. The Application of Mini-CEX Combined with CBL Teaching Mode in Clinical Nursing Graduate Practice Training[J]. ZHONGHUA YANGSHENG BAOJIAN, 2024, 42(20): 79-82.

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