摘要目的 探讨微课程与高仿真模拟人相结合用于提高护生实践技能教学的效果,以促进学生岗位胜任力的提升.方法 选取护理专业实习生186人,采用随机数字表法分为2组,每组93人,对照组在实践技能教学中采用传统教学模式,观察组采用微课程结合高仿真模拟人实施教学,对比2组护生在技能、理论、情景模拟综合测试的考核成绩,以及护生对课程的评价.结果 2组成绩均在合格线以上,但观察组临床技能成绩高于对照组,差异有统计学意义(t=12.61～28.64,均P=0.000),对照组理论考试、情景模拟综合测试得分分别为(77.89±7.79)、(75.60±7.92)分,低于观察组的(93.87±3.90)、(92.87±4.08)分,差异有统计学意义(t=17.67、18.70,均P=0.000).对照组提高学习主动性、活跃课程气氛、操作演示清晰、锻炼临床思维、提高对临床兴趣满意度分别为81.72％(76/93)、72.04％(67/93)、93.55％(87/93)、60.22％(56/93)、67.74％(63/93),观察组分别为96.77％(90/93)、95.70％(89/93)、100.00％(93/93)、92.47％(86/93)、98.92％(92/93),2组比较差异有统计学意义(χ2=20.39,P=0.016).结论 微课程结合高仿真模拟人用于临床技能教学效果显著,有利于护生临床思维的养成,提高临床综合能力,促进了护生岗位胜任力的提升.

abstractsObjective To explore the effect of micro-lectures withadvanced simulation man in improving the practical skills teaching of nursing students, so as to promote the students' post competency. Methods Totally the 186 nursing internswere divided into control group and observation group by random number method with 93 people in each group. The control group used the traditional teaching modein the teaching of practical skills.The observation group used the micro-lectures with high simulation teaching.Comparing the two groups of nursing students comprehensive assessment test simulation results in the theory, skills, scenarios, and nursing students the evaluation of the curriculum. Results The scores of the two groups were all above the qualification line, but the scores of the observation group were significantly higher than those of the control group (P<0.05). The theoretical examinations and the situation simulation comprehensive testswas(77.89 ± 7.79), (75.60 ± 7.92)points in control group, and (93.87 ± 3.90),(92.87 ± 4.08)points in observation group, there was significant difference between two groups (t=17.67, 18.70,all P=0.000). The curriculum evaluation results of improving learning initiative, active curriculum atmosphere, clear operation demonstration, exercise clinical thinking, improve the clinical interest were 81.72％(76/93), 72.04％(67/93), 93.55％(87/93), 60.22％(56/93), 67.74％(63/93)in control group, and 96.77％(90/93), 95.70％(89/93), 100.00％(93/93), 92.47％(86/93), 98.92％(92/93)in observation group, there was significant difference between two groups(χ2=20.39, P=0.016).Conclusions The effect is significant of micro-lectures combined with high simulation of human using in clinical skills teaching. Thismold can conducive to the cultivation of clinical thinking of nursing students, and improve clinical comprehensive ability, and promote the promotion of nursing students post competency.