通讯作者: 杨晓峰, 24820245@qq.com

DOI：10.12201/bmr.202602.00016

Effect of the Design of the Mastery Learning Course Based on Simulation in the Teaching of Clinical Nursing Skills

• 摘要：目的 探讨基于模拟的掌握性学习课程设计在临床护理技能操作教学中的效果研究。方法 选取选取2022年3月至2024年3月进入我院神经内科实习的某院校四年制护理本科生共84名，随机分为对照组和观察组（各42名），观察组与对照组入科前进行第一次基线测试，对照组给予常规护理技能操作培训方法，观察组采用基于模拟的掌握性学习课程进行培训学习。培训结束后、护生出科前给予操作技能水平考核、理论考核及应急能力考核，同时予以教学过程满意度的评价。 结果 以“鼻饲法”为例，观察组在培训后的技能操作成绩为95.38±1.91、理论考核成绩为91.95±2.35、应急能力考核成绩为92.76±1.68、满意度为92.86%，对照组在培训后的技能操作成绩为92±1.611、理论考核成绩为86.5±4.00、应急能力考核成绩为83.33±4.12、满意度为92.86%，观察组相比与对照组各项成绩均有不同程度提升，差异具有统计学意义（p＜0.001）。结论 基于模拟的掌握性学习课程能够有效提升护生程序性操作技能水平，并能够提高护生应急事件处理能力，护生对该类教学模式满意度高，可以广泛推广。

  关键词： 模拟教学；掌握性学习；程序性操作技能；护理教学; ; ; 

   

  Abstract: Objective: To explore the effect of the design of the mastery learning course based on simulation in the clinical nursing skills operation teaching..Methods: A total of 84 four-year undergraduate nursing students from a certain university who entered the Department of Neurology at our hospital for clinical training from March 2022 to March 2024 were selected and randomly divided into a control group and an observation group (42 students each). Both groups underwent their first baseline testing prior to admission. The control group received conventional nursing skills training, while the observation group was trained using a mastery-based learning course based on simulation. After the training and before the students graduated, they were assessed on their operational skills, theoretical knowledge, and emergency response capabilities, along with evaluations of their satisfaction with the teaching process.Results: Taking the nasogastric feeding method as an example, the observation group achieved post-training scores of 95.38±1.91 in skill operation, 91.95±2.35 in theoretical assessment, 92.76±1.68 in emergency response capability, and 92.86% satisfaction rate. The control group recorded scores of 92±1.611 in skill operation, 86.5±4.00 in theoretical assessment, 83.33±4.12 in emergency response capability, and 92.86% satisfaction rate. Compared to the control group, the observation group demonstrated statistically significant improvements in all performance metrics (p<0.001).Conclusion: Simulation-based mastery learning courses can effectively enhance the procedural operational skills of nursing students and improve their emergency response capabilities. Nursing students exhibit high satisfaction with this teaching model, which can be widely promoted.. Key words:Simulated teaching; Mastery learning; Procedural operational skills; Nursing education

  Key words: Simulated teaching; Mastery learning; Procedural operational skills; Nursing education

  提交时间：2026-02-05

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• 序号	提交日期	编号	操作
  1	2026-01-26	10.12201/bmr.202602.00016V1	下载

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