Application effects of scenario simulation combined with checklist-based teaching in clinical decision-making ability training of nursing interns in burn department

Luo Wei; Luo Jia; Huang Yuqun; Chen Yu; Li Ning

doi:10.3760/cma.j.cn501225-20240425-00152

Volume 40 Issue 9

Sep. 2024

Turn off MathJax

Article Contents

Article Navigation > CHINESE JOURNAL OF BURNS AND WOUNDS > 2024 > 40(9): 876-884

Luo W,Luo J,Huang YQ,et al.Application effects of scenario simulation combined with checklist-based teaching in clinical decision-making ability training of nursing interns in burn department[J].Chin J Burns Wounds,2024,40(9):876-884.DOI: 10.3760/cma.j.cn501225-20240425-00152.

Citation:

PDF( 1034 KB)

Application effects of scenario simulation combined with checklist-based teaching in clinical decision-making ability training of nursing interns in burn department

doi: 10.3760/cma.j.cn501225-20240425-00152

Institute of Burn Research, State Key Laboratory of Trauma and Chemical Poisoning, the First Affiliated Hospital of Army Medical University (the Third Military Medical University), Chongqing 400038, China

More Information

Corresponding author: Li Ning, Email: 276806@tmmu.edu.cn
Received Date: 2024-04-25

Abstract

Abstract

Objective To explore the application effects of scenario simulation combined with checklist-based teaching in clinical decision-making ability training of nursing interns in burn department. Methods This study was a randomized controlled study. A total of 53 nursing interns who met the inclusion criteria and underwent internships at Institute of Burn Research of the First Affiliated Hospital of Army Medical University (the Third Military Medical University), which was hereinafter referred to as the hospital, from July 2023 to March 2024 were randomly assigned to convention group (n=25, 5 males and 20 females, aged (21.6±0.8) years) and joint group (n=28, 6 males and 22 females, aged (21.2±1.3) years) using the envelope method. The nursing interns in convention group and joint group respectively received conventional teaching and scenario simulation combined with checklist-based teaching based on conventional teaching for clinical decision-making training. Before and after the training, the theoretical examination and skill assessment were performed on nursing interns, the clinical decision-making ability of nursing interns was evaluated with a clinical decision-making ability measurement questionnaire designed for undergraduate nursing students. After training, the satisfaction of the instructors on nursing interns' learning and the satisfaction of the nursing interns on the instructors' teaching were investigated by the instructors' satisfaction questionnaire and nursing interns' satisfaction questionnaire in the hospital, respectively. Results After training, the theoretical examination and skill assessment scores of nursing interns in joint group were significantly higher than those in convention group (with Z values of -5.73 and -6.26, respectively, P<0.05). The theoretical examination (with Z values of -6.07 and -6.45, respectively, P<0.05) and skill assessment (with Z values of -6.08 and -6.48, respectively, P<0.05) scores of nursing interns in joint group and convention group after training were significantly higher than those before training. After training, the total scores of clinical decision-making ability and the scores of adaptability to clinical environment, clinical thinking, nurse-patient communication skills, and comprehensive basic quality of nursing interns in joint group (97.00 (95.42, 98.02), 18.00 (17.00, 19.00), 25.00 (24.10, 27.00), 19.00 (18.00, 20.75), and 20.00 (19.00, 21.75), respectively) were significantly higher than those in convention group (87.90 (86.30, 90.30), 16.00 (14.50, 17.00), 24.00 (22.35, 25.00), 17.00 (15.00, 18.00), and 17.50 (16.00, 20.00), with Z values of -6.24, -3.45, -2.90, -3.68, and -3.27, respectively, P<0.05). The total scores of clinical decision-making ability and the scores of adaptability to clinical environment, clinical thinking, knowledge structure, nurse-patient communication skills, and comprehensive basic quality of nursing interns in joint group after training were significantly higher than those before training (with Z values of -6.43, -5.21, -5.44, -4.31, -5.02, and -6.32, respectively, P<0.05). Except for the scores of nurse-patient communication skills, the total scores of clinical decision-making ability and the scores of adaptability to clinical environment, clinical thinking, knowledge structure, and comprehensive basic quality of nursing interns in convention group after training were significantly higher than those before training (with Z values of -6.06, -5.06, -5.71, -3.76, and -5.90, respectively, P<0.05). After training, the total scores of satisfaction of the instructors on nursing interns' learning and the scores of learning ability and professional competence in joint group were significantly higher than those in convention group (with Z values of -4.55, -5.45, and -3.21, respectively, P<0.05); the total scores of satisfaction of the nursing interns on the instructors' teaching and the scores of teaching ability and professional competence in joint group were significantly higher than those in convention group (with Z values of -5.95, -5.99, and -5.34, respectively, P<0.05). Conclusions Scenario simulation combined with checklist-based teaching can effectively enhance the theoretical and skill levels, clinical thinking, and nurse-patient communication skills of nursing interns in burn department, as well as improve teaching and learning satisfaction.
- Burns,
- Nursing care,
- Clinical decision-making,
- Nursing interns,
- Scenario simulation,
- Checklist-based teaching

FullText(HTML)

References(36)

References

[1]	寇玉珠,张爱华,杨朝霞,等.护理本科实习生自我导向学习能力与人文关怀能力对护理临床决策能力影响的路径分析[J].全科护理,2021,19(29):4055-4058.DOI: 10.12104/j.issn.1674-4748.2021.29.005.
[2]	唐楠,张宏晨,王艳红,等.临床综合护理技能课程中BOPPPS教学模式的应用[J].护理学杂志,2022,37(15):77-79.DOI: 10.3870/j.issn.1001-4152.2022.15.077.
[3]	韩江英,张小敏,申小侠,等.基于临床需求的院校联合教学模式对本科护生职业认同和临床决策能力的影响[J].护理实践与研究,2021,18(22):3458-3462.DOI: 10.3969/j.issn.1672-9676.2021.22.036.
[4]	邓娟,叶旭春,姜安丽.国内外护理临床决策能力培养方法的现状[J].解放军护理杂志,2010,27(4B):599-601.DOI: 10.3969/j.issn.1008-9993.2010.08.014.
[5]	罗倩,明政,王安素,等.吉布斯反思循环在ICU护理本科实习生临床教学中的应用[J].中华护理教育,2023,20(9):1070-1076.DOI: 10.3761/j.issn.1672-9234.2023.09.009.
[6]	游栋,游洪.分层次分阶段带教法在胸外科临床护理教学中的应用研究[J].国际老年医学杂志,2024,45(3):376-380.DOI: 10.3969/j.issn.1674-7593.2024.03.025.
[7]	解琳,张寅,王佳玉,等.烧伤科低年资护士护理大面积烧伤患者休克期液体复苏的情景模拟教学前瞻性自身前后对照研究[J].中华烧伤杂志,2021,37(8):781-787.DOI: 10.3760/cma.j.cn501120-20201105-00456.
[8]	金三丽,庞冬,叶名乐子,等.38所高等院校护理教师开展情景模拟教学的调查研究[J].中华护理杂志,2021,56(3):415-420.DOI: 10.3761/j.issn.0254-1769.2021.03.017.
[9]	简平,肖明朝,沈军,等.情境模拟教学在高职人文护理课程中的应用研究[J].中华护理教育,2020,17(4):346-350.DOI: 10.3761/j.issn.1672-9234.2020.04.015.
[10]	范江花,朱晟,罗海燕,等.情境模拟教学在儿科住培急诊医学教学中的应用探讨[J].中国继续医学教育,2023,15(18):71-76.DOI: 10.3969/j.issn.1674-9308.2023.18.016.
[11]	谌艳,吴俞萱,江伟,等.医联体内清单式教学在骨科临床护理实习生带教中的应用研究[J].全科护理,2021,19(12):1724-1725,1728.DOI: 10.12104/j.issn.1674-4748.2021.12.042.
[12]	叶旭春,姜安丽.护理专业本科生临床决策能力测量工具的研制[J].解放军护理杂志,2005,22(4):12-13,18.DOI: 10.3969/j.issn.1008-9993.2005.04.005.
[13]	黎宁,王庆梅,罗跃全,等.书写反思日记及反思指导对新护士临床决策能力的影响[J].现代临床护理,2017,16(1):66-69.DOI: 10.3969/j.issn.1671-8283.2017.01.019.
[14]	龚晴,夏添,杜洁,等.本科实习护生循证实践能力与临床决策能力的相关性研究[J].全科护理,2023,21(5):699-702.DOI: 10.12104/j.issn.1674-4748.2023.05.031.
[15]	Abu ArraAY,AyedA,ToqanD,et al.The factors influencing nurses' clinical decision-making in emergency department[J].Inquiry,2023,60:469580231152080.DOI: 10.1177/00469580231152080.
[16]	NovaliaA,RachmiSF,YettiK.Clinical decision-making of bachelor and clinical internship (professional) nursing students in Indonesia[J].J Public Health Res,2021,11(2):2735.DOI: 10.4081/jphr.2021.2735.
[17]	罗培培,李清,陈湘威,等.以结果为导向的教学模式在心血管内科护理本科生临床教学中的应用[J].中华护理教育,2023,20(6):687-691.DOI: 10.3761/j.issn.1672-9234.2023.06.009.
[18]	郭利娟,徐钰洋,罗曦,等.陈列清单联合情景模拟教学法在麻醉复苏室规培护士交接班中的应用[J].护士进修杂志,2022,37(11):1046-1049,1055.DOI: 10.16821/j.cnki.hsjx.2022.11.018.
[19]	黎宁,陈华玲,李茂君,等.思维导图联合情景模拟训练在低年资护士院内转运危重烧创伤患者能力培训中应用的前瞻性研究[J].中华烧伤与创面修复杂志,2023,39(5):465-471.DOI: 10.3760/cma.j.cn501225-20220524-00200.
[20]	相璟,姜毅,郑微艳.基于危急值的情景模拟演练在外科青年护士急救能力培训中的效果[J].国际护理学杂志,2023,42(17):3105-3109.DOI: 10.3760/cma.j.cn221370-20220520-00759.
[21]	祝红梅,魏华华,许春娟,等.清单式形成性评价体系在新入职护士培训中的应用[J].护理学杂志,2023,38(5):70-73.DOI: 10.3870/j.issn.1001-4152.2023.05.070.
[22]	徐永娟,刘志梅,王淑娟,等.思维导图结合情景模拟用于急诊护士创伤急救规范化培训[J].护理学杂志,2019,34(17):57-59,65.DOI: 10.3870/j.issn.1001-4152.2019.17.057.
[23]	王琳阳,王昌理,邹文漪,等.清单式教学联合一对一导师带教在非麻醉专业住院医师规范化培训中的实践及效果[J].国际麻醉学与复苏杂志,2024,45(7):780-784.DOI: 10.3760/cma.j.cn321761-20240108-01085.
[24]	丁倩.肺栓塞急救模拟演练提高急诊科护理人员急救能力的效果分析[J].中华现代护理杂志,2022,28(31):4422-4425.DOI: 10.3760/cma.j.cn115682-20211130-05397.
[25]	秦芳,史蕾,方雅璇,等. 情境模拟在急危重症护理学教学中的应用[J]. 中华护理教育,2019,16(7):524-528. DOI: 10.3761/j.issn.1672-9234.2019.07.012.
[26]	郝莉,郑鑫,王鹏,等.费曼学习法联合思维导图在糖尿病慢性并发症护理临床教学中的应用[J].中华护理教育,2023,20(4):451-456.DOI: 10.3761/j.issn.1672-9234.2023.04.012.
[27]	冯玉,何春渝,丁杏,等.BOPPPS联合情景模拟法在内科护理学教学中的应用[J].护理学杂志, 2021, 36(19):80-84.DOI: 10.3870/j.issn.1001-4152.2021.19.080.
[28]	陈悦,徐帅帅,贺学敏,等.护理临床决策能力培训方式研究现状[J].中华现代护理杂志,2020,26(31):4432-4436.DOI: 10.3760/cma.j.cn115682-20191202-04394.
[29]	陈悦,陈翠萍,徐帅帅,等.急危重症科低年资护士护理临床决策意识现状分析及对策[J].循证护理,2020,6(12):1382-1387.DOI: 10.12102/j.issn.2095-8668.2020.12.022.
[30]	王淇泓,吴洪坤,周琳.基于临床路径的医学情境模拟教学在实验诊断学教学中的应用[J].检验医学与临床,2023,20(7):1015-1017.DOI: 10.3969/j.issn.1672-9455.2023.07.037.
[31]	赵博文,李丽,宋琦,等.基于“雨课堂”的BOPPPS教学模式在手术室护理教学中的应用[J].护理实践与研究,2023,20(13):1932-1936.DOI: 10.3969/j.issn.1672-9676.2023.13.008.
[32]	余小柱,丁秀梅,郭艳芳,等.情境模拟结合反思日志在本科生外科护理学实训教学中的应用[J].中华护理教育,2023,20(10):1169-1174.DOI: 10.3761/j.issn.1672-9234.2023.10.003.
[33]	吴宁玲,周璐,谭丽娜,等.情景模拟教学在皮肤性病学实践教学中的应用[J].中华医学教育杂志,2024,44(5):346-348.DOI: 10.3760/cma.j.cn115259-20230725-00028.
[34]	杨冬菊,李子锋,李方芳,等.信息化风险清单在护理实习生临床教学中的应用[J].中华护理教育,2023,20(4):430-434.DOI: 10.3761/j.issn.1672-9234.2023.04.008.
[35]	杨娜娜,曾慧,王燕,等.3C引导性反馈下情景模拟教学对本科护生批判性思维能力的影响[J].护理学杂志,2024,39(2):75-78.DOI: 10.3870/j.issn.1001-4152.2024.02.075.
[36]	潘小东,李游宇,张烁,等.情境模拟教学在临床医学专业学生急诊技能教学中的应用[J].中华医学教育杂志,2024,44(6):436-439.DOI: 10.3760/cma.j.cn115259-20230903-00196.