Mini-CEX和DOPS量表的形成性评价在儿科实习护士中的应用

方姗姗; 荣道香; 刘继秀; 徐兵; 代凤

doi:10.16766/j.cnki.issn.1674-4152.003523

Mini-CEX和DOPS量表的形成性评价在儿科实习护士中的应用

doi: 10.16766/j.cnki.issn.1674-4152.003523

蚌埠医科大学第一附属医院儿科，安徽蚌埠 233004

基金项目:

安徽省高等学校省级质量工程项目 2022jyxm1004

蚌埠医学院2021年校级质量工程项目 2021fyjyxm24

详细信息

通讯作者:
荣道香，E-mail：1428202112@qq.com

中图分类号: R192.6 R473.72
计量
- 文章访问数: 40
- HTML全文浏览量: 22
- PDF下载量: 2
- 被引次数: 0
出版历程
- 收稿日期: 2023-09-11
- 网络出版日期: 2024-07-20

Application of Mini-CEX and DOPS scales for formative evaluation in pediatric practice nurses

Department of Pediatrics, the First Affiliated Hospital of Bengbu Medical University, Bengbu, Anhui 233004, China

摘要

摘要: 目的探讨形成性评价量表迷你临床演练量表(Mini-CEX)和操作技能直接观察评估(DOPS)在儿科实习护士教学评估中的应用效果，为提高实习护士教学质量提供量化评估方式。方法选择2021年12月—2022年12月在蚌埠医科大学第一附属医院儿科实习的临床护理专业学生60名，使用随机抽签法分为对照组(30人)和观察组(30人)。在儿科实习4周，对照组予以常规教学模式，进行测试1次，观察组入科测评后带教教师进行沟通反馈，教学后再次进行测评。比较2组实习护士测评情况。结果完成实习教学后，对照组Mini-CEX量表测评合格人数为18人、观察组为25人，2组比较差异有统计学意义(P＜0.05)；2组反馈用时分别为(9.37±1.59)min和(7.63±1.33)min，观察组低于对照组(P＜0.001)。观察组各项Mini-CEX评分均高于对照组(P＜0.05)。对照组DOPS量表测评合格人数为18人、观察组为26人，2组比较差异有统计学意义(P＜0.05)；2组反馈用时分别为(8.83±1.76)min和(7.33±1.32)min，观察组低于对照组(P＜0.001)。DOPS量表10项评分除明确操作目的及注意事项、人文关怀、整体表现3项外，观察组其余7项评分均高于对照组(P＜0.05)。DOPS评分除明确操作目的及注意事项1项外，其余9项评分均明显优于入科时(P＜0.05)。结论通过Mini-CEX和DOPS量表的形成性评价测评，实习护士的专业知识和临床技能以及专业素养等综合水平得到显著提升，值得临床推广。
- 迷你临床演练量表 /
- 操作技能直接观察评估 /
- 形成性评价 /
- 儿科护理
Abstract: Objective To explore the application effects of formative evaluation for mini-clinical evaluation exercise (Mini-CEX) and direct observation of procedural skills (DOPS) in the teaching evaluation of pediatric practice nurses, in order to provide a quantitative evaluation method for improving the teaching quality of practice nurses. Methods A total of 60 clinical nursing students from the pediatrics department of the First Affiliated Hospital of Bengbu Medical University participated in this study from December 2021 to December 2022. They were randomly divided into the control group (n=30) and the observation group (n=30). During a 4-week internship in pediatrics, the control group was given the conventional teaching mode and the formative scale was tested once before graduation, while the observation group was given two formative assessments within one week of admission and at the end of the third week. Results After the practice teaching, the number of qualified people evaluated by Mini-CEX scale was 18 in the control group, and 25 in the observation group. The disparity between the two groups was found to be statistically significant (P<0.05). The feedback time of the control groups was (9.37±1.59) minutes, while the observation group was shorter [(7.63±1.33) minutes], with significant difference (P<0.001). The Mini-CEX scores of the observation group were higher than those of the control group (P<0.05). For the DOPS scale evaluation, 18 individuals in the control group and 26 in the observation group were qualified, and the difference between the two groups was statistically significant (P<0.05). The feedback time of the control groups was (8.83±1.76) minutes, while the observation group had a shorter feedback time of (7.33±1.32) minutes, with statistically significant (P<0.001). Except for 3 items of clarifying operation purpose and precautions, humanistic care, and overall performance, the remaining 7 scores of the DOPS scale in the observation group were higher than those in the control group (P<0.05). Except for 1 item of clarifying operation purpose and precautions, the other 9 scores of DOPS were significantly better than those at admission (P<0.05). Conclusion The formative evaluation of Mini-CEX and DOPS scales has demonstrated a significant enhancement in the professional knowledge, clinical skills, and professional accomplishment of practice nurses, indicating their readiness for clinical promotion.
- Mini-clinical evaluation exercise /
- Direct observation of procedural skills /
- Formative evaluation /
- Pediatric nursing

HTML全文

表 1 2组实习护士Mini-CEX量表评分比较(x±s，分)

Table 1. Comparison of Mini-CEX ratings between two groups of intern nurses

组别	人数	护理问诊	护理查体	人文关怀	知情告知	健康咨询	组织协调	总体评价
对照组	30	5.53±1.22	5.70±0.92	5.33±0.99	6.13±0.90	5.57±0.86	6.50±0.82	6.47±1.31
观察组	30	6.63±0.89	6.93±0.91	6.30±1.06	7.17±0.87	6.63±0.90	7.37±0.89	7.40±0.77
t值		3.247	5.242	3.652	4.512	4.836	3.923	3.372
P值		0.002	＜0.001	0.001	＜0.001	＜0.001	＜0.001	0.001

下载: 导出CSV

表 2 2组实习护士DOPS量表的比较(x±s，分)

Table 2. Comparison of DOPS scores between two groups of intern nurses (x±s, points)

组别	人数	明确操作目的及注意事项	了解操作并发症及处理	医嘱核对正确	用物准备充分	操作方法及程序正确	技能熟悉程度	无菌操作技术	沟通技巧	人文关怀	整体表现
对照组	30	3.47±0.90	3.47±0.73	3.57±0.68	3.43±0.68	3.43±0.68	3.37±0.56	3.33±0.71	3.33±0.80	3.67±0.71	4.10±0.61
观察组	30	3.70±0.75	3.87±0.73	4.17±0.64	3.93±0.64	4.23±0.73	3.90±0.76	4.07±0.74	3.70±0.06	4.00±0.64	4.20±0.55
t值		1.091	2.121	3.502	2.936	4.402	3.105	3.914	2.009	1.904	0.668
P值		0.280	0.038	0.001	＜0.001	＜0.001	0.003	＜0.001	0.049	0.062	0.507

下载: 导出CSV

表 3 观察组实习护士不同时间Mini-CEX量表评分比较(x±s，分)

Table 3. Comparison of Mini-CEX scale scores for intern nurses in the observation group at different times (x±s, points)

时间	人数	护理问诊	护理查体	人文关怀	知情告知	健康咨询	组织协调	总体评价
第1周末	30	4.12±1.34	3.87±1.20	3.67±0.96	3.73±1.11	3.47±0.97	3.73±1.01	4.27±1.17
第3周末	30	6.63±0.89	6.93±0.91	6.30±1.06	7.17±0.87	6.63±0.90	7.37±0.89	7.40±0.77
t值		11.159	15.104	8.618	13.654	12.545	13.458	13.143
P值		＜0.001	＜0.001	＜0.001	＜0.001	＜0.001	＜0.001	＜0.001

下载: 导出CSV

表 4 观察组实习护士不同时间DOPS量表评分比较(x±s，分)

Table 4. Comparison of DOPS scale scores for intern nurses in the observation group at different times (x±s, points)

时间	人数	明确操作目的及注意事项	了解操作并发症及处理	医嘱核对正确	用物准备充分	操作方法及程序正确	技能熟悉程度	无菌操作技术	沟通技巧	人文关怀	整体表现
第1周末	30	3.03±0.78	2.87±0.68	3.23±0.90	3.50±0.86	3.10±0.84	2.87±1.04	2.97±0.72	2.97±0.72	3.37±0.76	3.83±0.75
第3周末	30	3.70±0.75	3.87±0.73	4.17±0.64	3.93±0.64	4.23±0.73	3.90±0.76	4.07±0.74	3.70±0.06	4.00±0.64	4.20±0.55
t值		1.717	5.124	4.419	5.959	4.069	5.385	3.440	3.357	2.083	5.663
P值		0.097	＜0.001	＜0.001	＜0.001	＜0.001	＜0.001	0.002	0.002	0.046	＜0.001

下载: 导出CSV

参考文献(17)

[1]	张彦芬, 崔燕, 王进文, 等. Mini-CEX与DOPS在临床医学本科学生实习过程中的初步应用探索[J]. 内蒙古医科大学学报, 2020, 42(S2): 68-72. https://www.cnki.com.cn/Article/CJFDTOTAL-NMYX2020S2027.htm ZHANG Y F, CUI Y, WANG J W, et al. Preliminary exploration of the application of Mini-CEX and DOPS in the clinical internship of undergraduate medical students[J]. Journal of Inner Mongolia Medical University, 2020, 42(S2): 68-72. https://www.cnki.com.cn/Article/CJFDTOTAL-NMYX2020S2027.htm
[2]	沈莺, 李洁菁. 外科-手术室整合教学在护理学本科生临床实践中的应用效果[J]. 广西医学, 2018, 40(2): 231-233. https://www.cnki.com.cn/Article/CJFDTOTAL-GYYX201802044.htm SHEN Y, LI J J. Integration of operating room training in clinical practice for undergraduate nursing students[J]. Guangxi Medical Journal, 2018, 40(2): 231-233. https://www.cnki.com.cn/Article/CJFDTOTAL-GYYX201802044.htm
[3]	张凤飞, 许晓娜, 汪福平. 多科室协作模拟预演在儿科低年资护士培训中的效果观察[J]. 中国基层医药, 2022, 29(11): 1722-1726. doi: 10.3760/cma.j.cn341190-20220105-00004 ZHENG F F, XU X N, WANG F P. Practical effect of multi-department collaborative simulation rehearsal in the training of pediatric junior nurses[J]. Chinese Journal of Primary Medicine and Pharmacy, 2022, 29(11): 1722-1726. doi: 10.3760/cma.j.cn341190-20220105-00004
[4]	王磊, 徐家新, 陈信, 等. PBL联合课间见习教学对儿科教学效果的影响[J]. 中华全科医学, 2021, 19(10): 1752-1754. doi: 10.16766/j.cnki.issn.1674-4152.002159 WANG L, XU J X, CHEN X, et al. Influence of PBL combined with interclass probation teaching on paediatric teaching effect[J]. Chinese Journal of General Practice, 2021, 19(10): 1752-1754. doi: 10.16766/j.cnki.issn.1674-4152.002159
[5]	叶珈琳, 廖瑾莉, 蔡锐彬, 等. Mini-CEX与DOPS方法在临床医学专业本科教学中的应用[J]. 教育教学论坛, 2019(48): 169-171. https://www.cnki.com.cn/Article/CJFDTOTAL-JYJU201948077.htm YE J L, LIAO J L, CAI R B, et al. The application of Mini-CEX and DOPS in the education of medical undergraduates[J]. Education And Teaching Forum, 2019(48): 169-171. https://www.cnki.com.cn/Article/CJFDTOTAL-JYJU201948077.htm
[6]	荣道香, 方姗姗, 周瑞, 等. 联合应用Mini-CEX和DOPS在儿科实习医师教学评估中的价值[J]. 中华全科医学, 2022, 20(11): 1944-1946, 1994. doi: 10.16766/j.cnki.issn.1674-4152.002742 RONG D X, FANG S S, ZHOU R, et al. Value of combined application of Mini-CEX and DOPS in teaching evaluation of paediatric interns[J]. Chinese Journal of General Practice, 2022, 20(11): 1944-1946, 1994. doi: 10.16766/j.cnki.issn.1674-4152.002742
[7]	世界医学教育联合会, 中国教育部临床医学专业认证工作委员会秘书处. 本科医学教育质量改进全球标准(2015年修订版)[J]. 中华医学教育杂志, 2019, 39(6): 401-419. doi: 10.3760/cma.j.issn.1673-677X.2019.06.001 Issued by World Federation for Medical Education, Secretariat of Working Committee for the Accreditation of Medical Education. Basic medical education WFME global standards for quality improvement (the 2015 revision)[J]. Chinese Journal of Medical Education, 2019, 39(6): 401-419. doi: 10.3760/cma.j.issn.1673-677X.2019.06.001
[8]	教育部临床医学专业认证工作委员会. 中国本科医学教育标准: 临床医学专业(2016版)[M]. 北京: 北京大学医学出版社, 2018. Working Committee for the Accreditation of Medical Education. China undergraduate medical education standards: clinical medicine major (2016 Edition)[M]. Beijing: Peking University Medical Press, 2018.
[9]	徐家丽, 陈辉, 陈晓晖, 等. 地方医学院校临床医学专业卓越医师培养计划的实施与探索[J]. 蚌埠医学院学报, 2020, 45(7): 946-949, 953. https://www.cnki.com.cn/Article/CJFDTOTAL-BANG202007029.htm XU J L, CHEN H, CHEN X H. Implementation and exploration of excellent physician training program of clinical medicine in local medical colleges[J]. Journal of Bengbu Medical College, 2020, 45(7): 946-949, 953. https://www.cnki.com.cn/Article/CJFDTOTAL-BANG202007029.htm
[10]	蔡仁萍, 刘永昌, 李柏林, 等. SPOC和形成性评价在临床技能培训中的应用及影响因素研究[J]. 中国基层医药, 2023, 30(11): 1732-1736. doi: 10.3760/cma.j.cn341190-20230309-00172 CAI R P, LIU Y C, LI B L, et al. Application and influential factors of SPOC and formative assessment in clinical skill training[J]. Chinese Journal of Primary Medicine and Pharmacy, 2023, 30(11): 1732-1736. doi: 10.3760/cma.j.cn341190-20230309-00172
[11]	段荣蓉. 迷你临床演习评估在新入职护士规范化培训中的应用效果分析[J]. 全科口腔医学电子杂志, 2019, 6(23): 86, 91. https://www.cnki.com.cn/Article/CJFDTOTAL-QKKQ201923055.htm DUAN R R. Analysis of the effectiveness of mini clinical exercise evaluation in standardized training for newly hired nurses[J]. Electronic Journal of General Stomatology, 2019, 6(23): 86, 91. https://www.cnki.com.cn/Article/CJFDTOTAL-QKKQ201923055.htm
[12]	高晓琳, 庞贵凤, 赵晶晶, 等. 新入职护士规范化培训效果评价指标的构建[J]. 中国药物与临床, 2020, 20(9): 1548-1550. https://www.cnki.com.cn/Article/CJFDTOTAL-YWLC202009066.htm GAO X L, PANG G F, ZHAO J J, et al. Development of evaluation indicators for standardized training of newly hired nurses[J]. Chinese Remedies and Clinics, 2020, 20(9): 1548-1550. https://www.cnki.com.cn/Article/CJFDTOTAL-YWLC202009066.htm
[13]	郭蓉, 计春艳, 王丹丹, 等. 本科护生对儿科实习带教方式需求的质性研究[J]. 医药高职教育与现代护理, 2021, 4(4): 285-288. doi: 10.3969/j.issn.2096-501X.2021.04.003 GUO R, JI C Y, WANG D D, et al. The needs of pediatric practice teaching for undergraduate nursing students: A qualitative study[J]. Medical Higher Vocational Education and Modern Nursing, 2021, 4(4): 285-288. doi: 10.3969/j.issn.2096-501X.2021.04.003
[14]	陈丽珍, 吴明华, 李秀黎, 等. DOPS联合Mini-CEX在新护士规范化培训中的考核效果[J]. 中国继续医学教育, 2022, 14(24): 82-86. doi: 10.3969/j.issn.1674-9308.2022.24.019 CHEN L Z, WU M H, LI X L, et al. Evaluation effect of DOPS combined with Mini-CEX in standardized training of new nurses[J]. China Continuing Medical Education, 2022, 14(24): 82-86. doi: 10.3969/j.issn.1674-9308.2022.24.019
[15]	罗姣, 卢欣欢, 宋楚茵, 等. 基于mini-CEX评价的情景模拟教学在心脏外科实习护士中的应用[J]. 海南医学, 2019, 30(14): 1882-1885. doi: 10.3969/j.issn.1003-6350.2019.14.034 LUO J, LU X X, SONG C Y, et al. Application study of scenario simulation teaching based on mini-CEX evaluation in cardiac surgery intern nurses[J]. Hainan Medical Journal, 2019, 30(14): 1882-1885. doi: 10.3969/j.issn.1003-6350.2019.14.034
[16]	刘芳印, 罗群强, 陈柳翠, 等. 跨专业教育联合情景模拟教学对手术室护理实习教学满意度和Mini-CEX及DOPS评分的影响[J]. 右江医学, 2021, 49(6): 477-480. doi: 10.3969/j.issn.1003-1383.2021.06.015 LIU F Y, LUO Q Q, CHEN L C, et al. The impact of interdisciplinary education and joint scenario simulation teaching on satisfaction with operating room nursing internships and Mini-CEX and DOPS scores[J]. Chinese Youjiang Medical Journal, 2021, 49(6): 477-480. doi: 10.3969/j.issn.1003-1383.2021.06.015
[17]	江淀淀, 王自秀, 罗怡欣, 等. 基于改良Mini-CEX和DOPS的形成性评价在本科临床护理教学中的应用[J]. 齐鲁护理杂志, 2019, 25(5): 36-39. doi: 10.3969/j.issn.1006-7256.2019.05.011 JIANG D D, WANG Z X, LUO Y X, et al. Application of the formative evaluation based on the modified Mini-CEX and DOPS in the clinical teaching of nursing undergraduates[J]. Journal of Qilu Nursing, 2019, 25(5): 36-39. doi: 10.3969/j.issn.1006-7256.2019.05.011