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护理学报 ›› 2021, Vol. 28 ›› Issue (15): 10-14.doi: 10.16460/j.issn1008-9969.2021.15.010

• 护理教育 • 上一篇    下一篇

临床情境模拟结合标准化病人教学法在培养护生压疮风险评估能力的应用

杜艳丽1, 王璐2, 廖雨风1, 马纯华1, 阮宏兵1, 张雅1, 牛耿3   

  1. 1.深圳职业技术学院医学技术与护理学院,广东 深圳 518055;
    2.南方医科大学附属深圳妇幼保健院 产房,广东 深圳 518028;
    3.深圳职业技术学院 深圳健康养老学院,广东 深圳 518055
  • 收稿日期:2021-05-08 出版日期:2021-08-10 发布日期:2021-09-10
  • 通讯作者: 牛耿（1970-）,女,辽宁锦州人,本科学历,副教授,niugenggaiety0116@163.com
  • 作者简介:杜艳丽（1980-）,女,山东济宁人,博士,讲师。
  • 基金资助:
    深圳职业技术学院教学研究重点项目资助（7019310020J）

Effect of Clinical-situation Simulation Combined with Standardized Patient Teaching in Cultivation of Pressure Ulcer Risk Assessmentin Nursing Students

DU Yan-li1, WANG Lu2, LIAO Yu-feng1, MA Chun-hua1, RUAN Hong-bing1, ZHANG Ya1, NIU Geng3   

  1. 1. School of Medical Technology and Nursing, Shenzhen Polytechnic, Shenzhen 518055, China;
    2. Delivery Center,Southern Medical University Shenzhen Maternity & Child Healthcare Hospital, Shenzhen 518028, China;
    3. Shenzhen Elderly Healthcare College,Shenzhen Polytechnic, Shenzhen 518055, China
  • Received:2021-05-08 Online:2021-08-10 Published:2021-09-10

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摘要： 目的 评价临床情境模拟结合标准化病人教学法在培养护生识别压疮意识、评估压疮风险、预防压疮发生等岗位胜任力的有效性。方法 分别整群抽取我校2018级和2019级护理三年制大专2个班学生,按照摸球法分别确定为对照组和试验组。对照组采用常规模式,以案例导入、讲授法为主教授压疮相关知识;试验组则采用临床情境模拟结合标准化病人教学法,开展以压疮典型临床情境为引领、学习任务为驱动、学生小组合作学习为主要形式的活动课堂。干预前后通过理论测试及客观结构化临床考试评价2组压疮学习效果。结果 2组学生的年龄以及教学干预前压疮客观结构化临床考试平均得分差异均无统计学意义（P>0.05）;教学干预后,对照组理论成绩比试验组略高,但差异无统计学意义（P>0.05）;而试验组在病人入院、住院、病情恶化3个站点的考核评分以及客观结构化临床考试总评分均高于对照组,且差异存在统计学意义（P<0.001）。结论 与常规教学法相比,临床情境模拟结合标准化病人教学法能更有效地培养学生识别压疮的意识、评估压疮风险的能力;并促进学生将课堂学习的压疮知识与技能迁移至临床情境中,为确保之后为病人提供安全的临床实践奠定了坚实基础。

关键词: 压疮, 临床情境模拟, 标准化病人, 讲授法, 病人安全

Abstract: Objective To evaluate the effect of clinical situation simulation combined with standardized patient (SP) teaching method in training the identification, assessment and prevention of pressure ulcer in nursing students. Methods The second-year students from two classes of Grade 2018 and 2019 were selected by cluster sampling in the first semester of the second year. With ball-touching method, the two classes were divided into control group and experimental group. The control group adopted the conventional method of case study, and lectures and in the experimental group, clinical situation simulation combined with SP teaching method was used to carry out classroom activity, which was characterized by typical clinical situation, tasks and group cooperative learning. Before and after the intervention, theoretical and Objective structured clinical skills examination (OSCE) were used to evaluate the learning effect of the two groups. Results There was no significant difference in terms of age and OSCE scores before the intervention between the two groups（P>0.05）. After teaching intervention, the theoretical score of the control group was slightly higher than that of the experimental group, but the difference was not statistically significant（P>0.05）. While the score of admission, hospitalization and deterioration of patients and the total OSCE score were higher in experimental group than those in the control group (P<0.001), and the differences were statistically significant. Conclusion The student-centered clinical situation simulation combined with SP teaching method is more effective than traditional teaching method in cultivating students’ awareness of identifying pressure ulcers and ability to evaluate the risk of pressure ulcers. Students are encouraged to transfer the knowledge and skills learned in the classroom to the clinical setting, which lays a solid foundation for clinical practice to ensure patient safety.

Key words: pressure ulcer, clinical scenario-simulation, standardized patient, didactic method, patient safety

中图分类号: 

  • R471
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