摘要目的:构建并应用基于建构主义学习理论的跌倒警示案例结构化教学模式，以提升临床护士跌倒风险防范能力。方法:基于建构主义学习理论，在文献循证及Delphi专家咨询法基础上构建跌倒警示案例结构化教学模式，建立案例库及教学师资库。选取2022年7~12月合肥市第一人民医院(含A、B院区)A院区的临床护士及跌倒中、高风险住院患者作为观察组，A院区临床护士应用跌倒警示案例结构化教学模式进行培训；将B院区临床科室护士及跌倒中、高风险住院患者作为对照组，对照组的临床科室护士应用传统的跌倒事件讨论方式进行培训。分析两组护士对跌倒风险防范知识掌握、跌倒护理措施落实率情况以及两组患者跌倒不良事件发生率情况。结果:观察组护士跌倒风险防范知识掌握程度高于对照组，差异有统计学意义( P<0.05)；观察组跌倒中、高风险患者防跌倒护理措施落实率高于对照组，差异有统计学意义( P<0.05)；观察组中、高风险患者跌倒不良事件发生率1.89‰(10/5 288)优于对照组4.19‰(23/5 493)，差异有统计学意义( χ2＝4.655， P＝0.031)。 结论:基于建构主义学习理论的跌倒警示案例结构化教学模式能有效提升临床护士跌倒风险防范能力，减少患者跌倒不良事件发生。

abstractsObjective:To construct and apply a structured teaching model of fall warning cases based on constructivism learning theory, so as to improve the fall risk prevention ability of clinical nurses.Methods:Based on the constructivist learning theory, a structured teaching model for fall warning cases was constructed on the basis of literature evidence and the Delphi expert consultation method, and a case library and a teaching faculty database were established.From July to December 2022, clinical nurses in campus A of the First People's Hospital of Hefei (including campus A and campus B) and inpatients with medium and high risk of falling were selected as the observation group. Clinical nurses in campus A were trained with the structured teaching mode of fall warning cases. Nurses in clinical departments of campus B and inpatients with medium and high risk of falling were selected as the control group. Nurses in clinical departments of the control group were trained with the traditional discussion method of fall events.The two groups of nurses' knowledge of fall risk prevention, the implementation rate of fall nursing measures, and the incidence of adverse falls of patients in the two groups were analyzed.Results:The mastery degree of fall risk prevention knowledge among nurses in the observation group was higher than that in the control group, and the difference was statistically significant ( P<0.05). The implementation rate of fall prevention nursing measures for patients at medium and high risk of falls in the observation group was higher than that in the control group, and the difference was statistically significant( P<0.05). The incidence of adverse events of falls in the observation group of medium and high-risk patients was 1.89‰ (10/5 288), which was better than that in the control group [4.19‰ (23/5 493)], and the difference was statistically significant ( χ2=4.655, P=0.031). Conclusions:The structured teaching model of fall warning cases based on constructivist learning theory can effectively enhance the ability of clinical nurses to prevent fall risks and reduce the occurrence of adverse fall events in patients.