摘要目的:探讨客观结构化临床考试（OSCE）联合模拟教学在神经内科护理教学中的应用效果。方法:选取2022年12月至2024年1月河南省人民医院的128例专科护士进行随机对照试验，采用随机数字表法将其分为对照组（64例）和研究组（64例）。对照组男5例、女59例，年龄（29.35±2.36）岁，采用传统教学法；研究组男3例、女61例，年龄（28.73±2.28）岁，采用OSCE联合情景模拟教学法。对比两组神经内科专科护士在理论知识、操作技能、临床综合实践能力、核心能力评价、教学质量以及教学满意度等方面的差异。统计学方法采用独立样本 t检验、 χ2检验。 结果:培训前，两组专科护士的理论知识、操作技能、临床综合实践能力及核心能力各个维度评分比较，差异均无统计学意义（均 P>0.05）。培训3个月后，研究组理论知识、操作技能、临床综合实践能力成绩及治疗沟通和关系、专业态度、批判性思维能力、一般表现、具体临床表现、核心能力总分均高于对照组［（89.71±7.74）分比（76.42±6.53）分、（88.25±8.12）分比（74.86±6.89）分、（86.76±7.64）分比（75.66±6.48）分、（88.93±7.15）分比（73.49±6.18）分、（48.33±4.67）分比（43.12±5.29）分、（55.84±4.69）分比（47.23±3.24）分、（51.67±4.36）分比（48.29±4.12）分、（32.07±3.73）分比（22.38±2.43）分、（276.84±16.43）分比（234.51±14.37）分］，差异均有统计学意义（均 P<0.05）。研究组学习兴趣、自学能力、发现及解决问题能力、临床思维能力、组织及表达能力均高于对照组［90.63%（58/64）比73.44%（47/64）、87.50%（56/64）比65.63%（42/64）、96.88%（62/64）比82.81%（53/64）、93.75%（60/64）比70.31%（45/64）、90.63%（58/64）比65.63%（42/64）］，差异均有统计学意义（均 P<0.05）。研究组专科护士对教学满意度明显高于对照组［98.44%（63/64）比84.38%（54/64）］，差异有统计学意义（ P<0.05）。 结论:OSCE联合模拟教学模式应用于神经内科护理教学中，有助于提高专科护士的理论知识和临床操作技能水平，提升核心能力、教学质量和教学满意度。

abstractsObjective:To explore the effect for applying objective structured clinical examination (OSCE) and simulation teaching in neurological nursing teaching.Methods:One hundred and twenty-eight special nurses at Henan Provincial People's Hospital from December 2022 to January 2024 were selected for the randomized controlled trial, and were divided into a control group and a study group by the random number table method, with 64 ones in each group. There were 5 males and 59 females in the control group; they were (29.35±2.36) years old. There were 3 males and 61 females in the study group; they were (28.73±2.28) years old. The control group used the traditional teaching mode. The study group used the OSCE combined with simulation teaching mode. The theoretical knowledge, operation skills, clinical comprehensive practice ability, core ability, teaching quality, and teaching satisfaction were compared between the two groups. The independent-sample t test and χ2 test were used for the statistical analysis. Results:Before the training, there were no statistical differences in the scores of theoretical knowledge, operation skills, clinical comprehensive practice ability, and core ability between the two groups (all P>0.05). After 3 months' training, the scores of theoretical knowledge, operation skills, clinical comprehensive practice ability, treatment communication and relation, professional attitude, critical thinking, general signs, clinical manifestations, and core ability in the study group were higher than those in the control group [89.71±7.74 vs. 76.42±6.53, 88.25±8.12 vs. 74.86±6.89, 86.76±7.64 vs. 75.66±6.48, 88.93±7.15 vs. 73.49±6.18, 48.33±4.67 vs. 43.12±5.29, 55.84±4.69 vs. 47.23±3.24, 51.67±4.36 vs. 48.29±4.12, 32.07±3.73 vs. 22.38±2.43, and 276.84±16.43 vs. 234.51±14.37], with statistical differences (all P<0.05). The study interest, self-learning ability, discovering and solving problem ability, clinical thinking ability, and organization and expression ability in the study group were higher than those in the control group [90.63% (58/64) vs. 73.44% (47/64), 87.50% (56/64) vs. 65.63% (42/64), 96.88% (62/64) vs. 82.81% (53/64), 93.75% (60/64) vs. 70.31% (45/64), and 90.63% (58/64) vs. 65.63% (42/64)], with statistical differences (all P<0.05). The nurses' satisfaction with teaching in the study group was higher than that in the control group [98.44% (63/64) vs. 84.38%(54/64)], with a statistical difference ( P<0.05). Conclusion:Applying the OSCE combined with simulation teaching mode in neurological nursing teaching can improve the special nurses' theoretical knowledge and clinical operation skills, their core competence, the teaching quality, and their satisfaction with teaching.