中西医结合护理 (Apr 2025)
Evaluation of multimodal teaching methods combined with advanced assessment based on the objective structured clinical examination in clinical nursing teaching (OSCE进阶式评比联合多元教学法在临床护理教学中的应用效果研究)
Abstract
Objective To evaluate the application effect of objective structured clinical examination (OSCE)-based advanced assessment combined with multimodal teaching methods in clinical nursing teaching, and provide a basis for improving teaching quality. Methods A total of 61 full-time undergraduate nursing students who interned in Department of Orthopedics from July 2021 to June 2022 were assigned to the control group, which received conventional clinical teaching. This involved holistic nursing internships guided by a high-quality nursing care and bed responsibility system, using one-on-one or dual-mentor teaching under the leadership of the head nurse and senior instructors, with goal-oriented teaching. Another 59 full-time undergraduate nursing students interning in Department of Orthopedics from July 2022 to June 2023 were assigned to the observation group. Based on goal-oriented teaching, the teaching system focused on competency enhancement through the application of an OSCE-based advanced nursing competency evaluation, case-based learning (CBL), and question-based learning (QBL); formed a unified "eight-module" teaching framework that combined "knowledge delivery, " "value shaping, " and "skill cultivation"; applying three-dimensional quality-based clinical teaching evaluations for continuous improvement. The nursing students’ job competence, OSCE-based advanced nursing competency, outcomes of theoretical examinations and skill assessments and satisfaction with teaching methods were compared between two groups. Results Nursing students in the observation group scored higher than those of the control group in clinical nursing competency, communication and coordination skills, critical thinking, psychological traits, and total evaluation scores (P＜0. 05). Nursing students in the observation group achieved better outcomes in theoretical examinations and skill assessments after internship (P＜0. 01). Students in the observation group also outperformed those in the control group in theoretical examinations and skill assessments (P＜0. 05). Teaching satisfaction in the observation group was higher than that in the control group(P＜0. 05). Conclusion The OSCE-based advanced assessment combined with multimodal teaching methods may enhance nursing students’ job readiness, teaching quality, and satisfaction, fostering an excellent teaching culture of "inheritance, innovation, and development, " achieving high-level educational outcomes. (目的 探索客观结构化临床考试(OSCE)进阶式评比联合多元教学法在临床护理教学中的应用效果, 为提高教学质量提供依据。方法 将2021年7月—2022年6月在骨科临床实习的61名全日制护理本科生设为对照组, 实施传统临床带教模式, 以优质护理管床责任制为导向进行整体护理实习, 实施一对一或双导师制带教方法, 开展目标教学。将2022年7月—2023年6月在骨科临床实习的59名全日制护理本科生设为观察组, 在目标教学的基础上, 通过基于OSCE的进阶式整体护理能力评比, 开展以案例为基础的学习及以问题为基础的学习法; 构建“知识传授”、“价值塑造”、“能力培养”多元统一的“八大模块”教学目标并应用; 实施基于三维质量的临床教学质量评价, 持续改进教学质量。评价两组实习护生岗位胜任能力和观察组实习护生OSCE进阶式整体护理能力, 对比两组实习护生出科理论、技能成绩, 调查护生对教学工作的满意度。结果 观察组护生的临床护理能力、沟通协调能力、批判性思维能力、心理特质评价指标得分及总分均高于对照组, 差异有统计学意义(P＜0. 05); 出科前, 观察组实习护生基于OSCE的进阶式整体护理能力评价各项目得分和总分较入科前提高, 差异有统计学意义(P＜0. 01); 观察组护生的出科理论成绩、基础护理技能和专科护理技能成绩均高于对照组, 差异均有统计学意义(P＜0. 05); 观察组实习护生对教学满意度为高于对照组, 差异有统计学意义(P＜0. 05)。结论 基于OSCE进阶式评比的多元教学法能够提升实习护生的岗位胜任力, 改善临床护理教学质量, 形成“传承、创新、发展”的优秀教学文化, 达到高质量高水平教学。)
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