Volume 22 Issue 12
Dec.  2024
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Article Navigation >  Chinese Journal of General Practice  > 2024  >  22(12): 2116-2119
LI Rui, WEI Daoxiang, WANG Ning. The application of role-play combined with peer review in the teaching of interns in the operating room[J]. Chinese Journal of General Practice, 2024, 22(12): 2116-2119. doi: 10.16766/j.cnki.issn.1674-4152.003811
Citation: LI Rui, WEI Daoxiang, WANG Ning. The application of role-play combined with peer review in the teaching of interns in the operating room[J]. Chinese Journal of General Practice, 2024, 22(12): 2116-2119. doi: 10.16766/j.cnki.issn.1674-4152.003811
shu

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

doi: 10.16766/j.cnki.issn.1674-4152.003811
  • 1.

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

Funds:

 2022jyxm1002

  • Received Date: 2024-04-28
    Available Online: 2025-01-20
    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.

     

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