Abstract:

Objective　To explore the application effect of integrated teaching model of doctors, nurses, and therapists combined with case-based learning in teaching of nursing interns in traumatic orthopedics. Methods　A total of 47 nursing interns from Department of Orthopedics and Traumatology, Huangpu Campus, Guangdong Second Traditional Chinese Medicine Hospital from July 2021 to June 2022 were selected as a control group, and 50 nursing interns from July 2022 to June 2023 as a research group. There were 35 females and 12 males in the control group, aged 19 to 22 (20.34±1.07) years; there were 36 females and 14 males in the research group, aged 19 to 23 (20.92±1.34) years. The control group adopted the traditional clinical teaching method with nurses as the main teachers; the research group adopted the integrated teaching model of doctors, nurses, and therapists combined with case-based learning for 4 weeks. The results of theoretical assessment, operational assessment, and case analysis assessment and the satisfaction with teaching quality were compared between the two groups. Independent sample t test, χ² test, and Ridit analysis were used. Results　The results of theoretical assessment, operational assessment, and case analysis assessment of the research group were (85.01±4.21) points, (88.95±3.44) points, and (87.12±3.85) points, while those of the control group were (83.24±3.25) points, (87.25±4.12) points, and (85.26±3.45) points, with statistically significant differences (t=2.307, 2.211, and 2.500, all P<0.05). The satisfaction of nursing interns in the research group was higher than that in the control group, with a statistically significant difference (Z=2.165, P=0.030). Conclusion　Integrated teaching model of doctors, nurses, and therapists combined with case-based learning can effectively improve the comprehensive ability of nursing interns in traumatic orthopedics and improve the teaching satisfaction, which is worthy of clinical application and promotion.

Key words:

Traumatic orthopedics, Teaching of nursing interns, Integration of doctors, nurses, and therapists, Case-based learning

摘要：

目的　探讨医护技一体化带教模式结合案例教学法在创伤骨科实习护生带教中的应用效果。方法　选择广东省第二中医院黄埔医院骨伤科2021年7月至2022年6月实习护生共47人设为对照组；2022年7月至2023年6月实习护生共50人设为研究组。对照组女35人、男12人，年龄19～22（20.34±1.07）岁；研究组女36人、男14人，年龄19～23（20.92±1.34）岁。对照组采用传统的以护士为教师主体的临床带教方法；研究组采用医护技一体化带教模式结合案例教学法。两组均实习4周。比较两组护生在创伤骨科出科时的理论考核成绩、操作考核成绩、案例分析考核成绩及对带教质量的满意度情况。采用独立样本t检验、χ²检验、Ridit分析。结果　研究组理论考核成绩、操作考核成绩、案例分析考核成绩分别为（85.01±4.21）分、（88.95±3.44）分、（87.12±3.85）分，对照组为（83.24±3.25）分、（87.25±4.12）分、（85.26±3.45）分，差异均有统计学意义（t=2.307、2.211、2.500，均P<0.05）。研究组护生实习满意度高于对照组，差异有统计学意义（Z=2.165，P=0.030）。结论　医护技一体化临床带教模式结合案例教学法能有效提高创伤骨科实习护生的综合能力，提高带教满意度，值得临床应用推广。

关键词:

创伤骨科, 实习护生带教, 医护技一体化, 案例教学法