角色扮演联合同行评价在手术室临床教学中的应用

李睿; 韦道祥; 王宁

doi:10.16766/j.cnki.issn.1674-4152.003811

角色扮演联合同行评价在手术室临床教学中的应用

doi: 10.16766/j.cnki.issn.1674-4152.003811

李睿¹,
韦道祥²,
王宁^1, ,

1.
蚌埠医科大学第一附属医院外科楼手术室，安徽蚌埠 233004
2.
蚌埠医科大学第一附属医院神经内科

基金项目:

高等学校省级质量工程项目 2022jyxm1002

详细信息

通讯作者:
王宁，E-mail：147938940@qq.com

中图分类号: R192.6
计量
- 文章访问数: 11
- HTML全文浏览量: 7
- PDF下载量: 2
- 被引次数: 0
出版历程
- 收稿日期: 2024-04-28
- 网络出版日期: 2025-01-20

The application of role-play combined with peer review in the teaching of interns in the operating room

LI Rui¹,
WEI Daoxiang²,
WANG Ning^{1
, ,}

1.
Department of Surgery Operating Room, the First Affiliated Hospital of Bengbu Medical University, Bengbu, Anhui 233004, China

摘要

摘要: 目的探讨角色扮演法联合同行评价在手术室实习护生教学指导中的实施效果，以期为手术室临床教学模式的优化与改进提供有益的参考思路。方法选择2022年3月—2023年3月在蚌埠医科大学第一附属医院手术室轮转的实习护生60人为研究对象，采用随机数字表法将实习护生分为对照组与观察组，每组各30名。对照组沿用传统手术室教学方法，观察组采用角色扮演法联合同行评价的新型教学模式进行教学培训。培训结束后，对2组实习护生带教后的考核成绩、综合技能掌握情况以及带教满意度进行统计学比较与分析。结果带教后观察组护生理论考试成绩[(80.23±9.56)分]及操作考核成绩[(75.28±6.32)分]明显高于对照组[(74.14±10.43)分、(68.36±8.13)分], 差异均有统计学意义(P < 0.05)；观察组护生综合技能考核中护理问诊、护理查体、护理诊断、护理措施、人文关怀、健康咨询、组织效能及整体评价得分均高于对照组，差异有统计学意义(P < 0.05)；观察组理论教学、操作教学、教学模式及学习效果的满意度均高于对照组，差异有统计学意义(P < 0.05)。结论角色扮演法结合同行评价的教学策略增强了手术室实习护生在临床技能及专业理论知识方面的掌握程度，进而提升了教学质量。该教学法展现出良好的教学效果，具备在其他专科领域推广应用的潜力。
- 角色扮演 /
- 同行评价 /
- 手术室 /
- 护理教学
Abstract: Objective To investigate the implementation effects of the role-playing method combined with peer assessment in the teaching guidance of nursing students during their surgical internship, aiming to provide valuable reference insights for the optimization and improvement of clinical teaching models in the operating room. Methods Sixty intern nursing students rotating in the operating room of the First Affiliated Hospital of Bengbu Medical University from March 2022 to March 2023 were selected as study subjects. Using the random number table method, these 60 nursing students were evenly divided into a control group and an experimental group, with 30 nursing students in each group. The control group continued to use traditional teaching methods in the operating room, while the experimental group received teaching and training through a novel teaching model based on the role-playing method combined with peer assessment. After the study, statistical comparisons and analyses were conducted on the post-teaching assessment scores, overall skill mastery, and teaching satisfaction of the two groups of nursing interns. Results The theoretical examination scores [(80.23±9.56) points] and operational assessment scores [(75.28±6.32) points] of the nursing students in the experimental group were significantly higher than those of the control group [(74.14±10.43) points, (68.36±8.13) points], respectively, with statistically significant differences (P < 0.05). In the comprehensive skills assessment, the experimental group scored higher than the control group in the nursing interview, physical examination, nursing diagnosis, nursing interventions, humanistic care, health counseling, organizational effectiveness, and overall evaluation (P < 0.05). Additionally, the satisfaction levels of the experimental group with theoretical teaching, operational teaching, teaching mode, and learning outcomes were all higher than those of the control group (P < 0.05). Conclusion The teaching strategy employing the role-playing method in conjunction with peer assessment has enhanced the mastery of clinical skills and professional theoretical knowledge among nursing interns in the operating room, thereby improving the quality of teaching. This teaching method has demonstrated favorable educational outcomes and possesses the potential for promotion and application in other specialist fields.
- Role-playing /
- Peer evaluation /
- Operating room /
- Nursing teaching

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表 1 2组实习护生基线资料比较

Table 1. Comparison of baseline data between the two groups of nursing students

组别	人数	性别(人)		学历(人)		年龄 (x±s, 岁)	入科考核成绩 (x±s, 分)
组别	人数	男性	女性	大专	本科	年龄 (x±s, 岁)	入科考核成绩 (x±s, 分)
观察组	30	6	24	19	11	22.62±0.86	65.83±6.65
对照组	30	7	23	20	10	22.68±1.02	67.18±8.02
统计量		0.098^a		0.073^a		0.243^b	0.708^b
P值		0.754		0.787		0.809	0.482
注：^a为χ²值，^b为t值。

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表 2 2组实习护生出科时理论及操作考核成绩比较(x±s, 分)

Table 2. Comparison of theoretical and operational assessment results between the two groups of nursing students (x±s, points)

组别	人数	理论成绩	操作考核成绩
观察组	30	80.23±9.56	75.28±6.32
对照组	30	74.14±10.43	68.36±8.13
t值		2.358	3.680
P值		0.022	< 0.001

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表 3 2组实习护生综合技能比较(x±s, 分)

Table 3. Comparison of comprehensive skills between the two groups of nursing students (x±s, points)

组别	人数	护理问诊	护理查体	护理诊断	护理措施	人文关怀	健康咨询	组织效能	整体评价
观察组	30	6.35±1.32	7.15±0.62	7.23±0.54	5.78±0.82	7.41±1.34	5.68±1.45	6.48±1.68	6.57±1.12
对照组	30	5.36±1.13	6.62±0.88	6.41±0.72	5.01±0.66	6.45±1.22	4.81±1.34	5.22±1.38	5.32±1.02
t值		3.117	2.697	5.001	4.006	2.899	2.413	3.171	4.521
P值		0.003	0.009	< 0.001	< 0.001	0.005	0.019	0.002	< 0.001

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表 4 2组实习护生教学满意度比较(人)

Table 4. Comparison of teaching satisfaction between the two groups of nursing students (cases)

组别	人数	理论教学		操作教学		教学模式		学习效果
组别	人数	满意	不满意	满意	不满意	满意	不满意	满意	不满意
观察组	30	26	4	26	4	27	3	25	5
对照组	30	18	12	19	11	20	10	18	12
χ²值		5.455		4.356		4.812		4.022
P值		0.020		0.037		0.028		0.045

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