护理模拟实训配合导师责任制教学对外科护理培训思维能力及核心能力的影响

目的 研究护理模拟实训配合导师责任制教学对外科护理培训实习生思维能力及核心能力的影响。方法 选取在本院普外科实习的96名护生为研究对象，随机数字表法分为对照组（常规教学+导师责任制）和观察组（护理模拟实训+导师责任制），每组48人。比较两组教学后护理考核成绩、临床思维能力、创造力、核心能力及教学满意度。采用SPSS 24.0进行t检验、卡方检验、Fisher确切概率检验。结果 教学后，观察组护生理论（75.92±1.15）分 vs. （73.01±0.89）分]和技能测试成绩（16.96±1.17）分 vs. （15.10±1.03）分]均高于对照组（P<0.05）；教学后，两组护生循证思维、批判性思维及系统思维能力评分均较教学前升高，且观察组高于对照组（P<0.05）；教学后，两组护生好奇性、冒险性、挑战性及想象力评分均较教学前升高，且观察组高于对照组（P<0.05）；教学后，两组护生实践能力、组织与沟通、质量评价改善、批判性思维、科研创新及培训指导评分均较教学前升高，且观察组高于对照组（P<0.05）；教学后，观察组护生教学满意度各维度评分高于对照组P<0.05）。结论 护理模拟实训配合导师责任制教学能够有效改善外科护理教学质量，增强临床思维和核心能力，提高教学满意度。

Impact of nursing simulation training combined with mentor responsibility system teaching on thinking ability and core competence in surgical nursing training

Objective To investigate the impact of nursing simulation training combined with mentor responsibility system teaching on the thinking ability and core competence of interns receiving surgical nursing training.Methods A total of 96 nursing students who were trained in Department of General Surgery in our hospital were selected as subjects, and they were randomly divided into control group (conventional teaching+mentor responsibility system) and observation group (nursing simulation training+mentor responsibility system) using a random number table, with 48 students in each group. The two groups were compared in terms of assessment score, clinical thinking ability, creative ability, core competence, and degree of satisfaction with teaching. SPSS 24.0 was used for the t-test, the chi-square test, and the Fisher''s exact test.Results After teaching, the observation group had significantly higher theoretical(75.92±1.15) vs. (73.01±0.89)] and skill test scores(16.96±1.17) vs. (15.10±1.03)] than the control group (P<0.05). After teaching, both groups had significant increases in the scores of evidence-based thinking, critical thinking, and systematic thinking abilities, and the observation group had significantly higher scores than the control group (P<0.05). After teaching, both groups had significant increases in the scores of curiosity, adventure, challenge, and imagination, and the observation group had significantly higher scores than the control group (P<0.05). After teaching, both groups had significant increases in the scores of practical ability, organization and communication, quality evaluation improvement, critical thinking, scientific research innovation, and training guidance, and the observation group had significantly higher scores than the control group (P<0.05). After teaching, the observation group had significantly higher scores of each dimension of teaching satisfaction than the control group (P<0.05).Conclusion Nursing simulation training combined with mentor responsibility system teaching can effectively improve the teaching quality of surgical nursing training, enhance clinical thinking ability and core competence, and increase the degree of satisfaction with teaching.