Abstract: Objective　To explore the application effect of problem-based learning (PBL)-Seminar combined with catfish effect in new technical ability training for intensive care unit (ICU) nurses. Methods　Sixty clinical nurses who were fully competent in ICU of Tengzhou Central People's Hospital Affiliated to Jining Medical College from January 1, 2020 to January 1, 2021 were randomly selected as the research objects, including 12 males with an age of (33.52±1.2) years old and 48 females with an age of (34.48±1.4) years old. They were simply randomly divided into an observation group and a control group, with 30 nurses in each group. The control group received new technical training in PBL-Seminar mode, and the observation group received new technical training for ICU nurses with PBL Seminar combined with catfish effect. After the training of the two groups, the training effect was subjectively and objectively evaluated by means of performance assessment and questionnaire survey. After the training, the mastery of new technologies in the department, the competence of nurses, and the satisfaction score of doctors for nurses were compared and analyzed. χ² test was used for the count data, and independent sample t test was used for the measurement data. Results　In the observation group, the scores of nurses' mastery of extracorporeal membrane oxygenation (ECMO) management technology, nasojejunal tube placement technology, dual plasma molecular adsorption system (DPMAS) technology, and severe ultrasound nursing technology were (22.16±1.06) points, (21.94±1.16) points, (20.66±1.86) points, and (24.08±2.22) points, which were significantly higher than those in the control group [(16.08±2.32) points, (15.78±1.96) points, (14.84±2.18) points, and (18.92±1.04) points], with statistically significant differences (all P<0.001). In the observation group, the competency scores of basic nursing, specialized theory and practice, safety management, quality control, emergency coordination, infection control management, teaching and research, and other competencies were (10.06±0.76) points, (9.88±0.75) points, (14.56±0.82) points, (6.12±0.85) points, (14.32±0.65) points, (9.87±1.55) points, (8.95±1.76) points, and (7.00±1.25) points, which were significantly higher than those in the control group [(6.12±1.84) points, (5.86±2.10) points, (9.22±2.12) points, (3.66±1.96) points, (10.06±2.15) points, (7.45±1.00) points, (5.01±0.71) points, and (5.21±0.92) points], with statistically significant differences (all P<0.001). In the observation group, the scores of doctors' satisfaction evaluation on nurses' work in terms of observation ability, rescue cooperation ability, communication and cooperation ability, and emergency handling ability were (22.8±1.6) points, (23.2±1.5) points, (23.5±1.6) points, and (22.4±1.5) points respectively, which were significantly higher than those in the control group [(17.8±2.6) points, (18.2±2.4) points, (18.0±2.9) points, and (17.4±3.0) points], with statistically significant differences (all P<0.001). Conclusion　PBL-Seminar combined with catfish effect is beneficial to accelerate the ICU nurses' mastery of new technologies, improve the ICU nurses' job competence, and improve doctors' satisfaction on ICU nurses' work, which is worth promoting and applying in ICU.

Key words: PBL-Seminar, Catfish effect, ICU new technology, Job competence, Application effect

摘要： 目的　探讨基于问题的学习（PBL）-研讨会（Seminar）结合鲶鱼效应在重症监护病房（ICU）护士新技术能力培训中的应用效果。方法　随机选取济宁医学院附属滕州市中心人民医院ICU 2020年1月1日至2021年1月1日全岗胜任的60名临床护士作为研究对象，其中男12名，年龄（33.52±1.2）岁；女48名，年龄（34.48±1.4）岁。简单随机分为观察组与对照组，每组30名护士。对照组以PBL-Seminar模式培训新技术，观察组以PBL-Seminar结合鲶鱼效应对ICU护士进行新技术培训。两组培训结束后，通过成绩考核和问卷调查的形式对培训效果进行主观与客观评价，并对培训后的科室新技术掌握情况、护士岗位胜任能力、医生对护士工作的满意度评分进行对比分析。计数资料采用χ²检验，计量资料组间比较采用独立样本t检验。结果　观察组护士对科室新开展的体外膜肺氧合（ECMO）管理技术、鼻空肠管置入技术、双重血浆分子吸附系统（DPMAS）技术、重症超声护理技术的掌握情况评分分别为（22.16±1.06）分、（21.94±1.16）分、（20.66±1.86）分、（24.08±2.22）分，均明显高于对照组的（16.08±2.32）分、（15.78±1.96）分、（14.84±2.18）分、（18.92±1.04）分，差异均有统计学意义（均P<0.001）；观察组ICU护士岗位胜任力的基础护理、专科理论与实践、安全管理、质量控制、应急与协调、感染控制管理、教学科研、其他胜任能力评分分别为（10.06±0.76）分、（9.88±0.75）分、（14.56±0.82）分、（6.12±0.85）分、（14.32±0.65）分、（9.87±1.55）分、（8.95±1.76）分、（7.00±1.25）分，明显高于对照组的（6.12±1.84）分、（5.86±2.10）分、（9.22±2.12）分、（3.66±1.96）分、（10.06±2.15）分、（7.45±1.00）分、（5.01±0.71）分、（5.21±0.92）分，差异均有统计学意义（均P<0.001）；医生对观察组护士的病情观察能力、抢救配合能力、沟通合作能力、应急处理能力评分分别为（22.8±1.6）分、（23.2±1.5）分、（23.5±1.6）分、（22.4±1.5）分，明显高于对照组的（17.8±2.6）分、（18.2±2.4）分、（18.0±2.9）分、（17.4±3.0）分，差异均有统计学意义（均P<0.001）。结论　PBL-Seminar结合鲶鱼效应的培训学习模式有利于加快ICU护士对新技术掌握，提高ICU护士岗位胜任力，提高医生对ICU护士工作的满意度，值得在ICU中推广应用。

关键词: PBL-Seminar, 鲶鱼效应, ICU新技术, 岗位胜任力, 应用效果