摘要目的:探讨微课结合以病例为中心、问题为基础、社区为导向教学模式（CPC）的新教学模式在疼痛护理临床带教中的应用效果。方法:将2019年6月至2021年6月在广西医科大学第二附属医院疼痛科实习的护理学专业学生130人作为研究对象，采用随机数字表法将其随机分为常规法教学组（65人）和微课结合CPC组（65人）。实习结束后，评估并记录两组学生对教学的满意度（包括教学设计、学习形式、学习成效、个人胜任力、团队意识），理论考核成绩及操作考核成绩。结果:最终122人完成研究，常规法教学组60人，微课结合CPC组62人。与常规法教学组比较，微课结合CPC组学生对教学设计的满意度（95.2%比83.3%， χ 2=4.48， P=0.034）、对学习形式的满意度（93.6%比81.7%， χ 2=3.99， P=0.046）、对学习成效的满意度（96.8%比86.7%， χ 2=4.14， P=0.042）、对个人胜任力的满意度（96.8%比85.0%， χ 2=5.15， P=0.023）、对团队意识的满意度（95.2%比81.7%， χ 2=5.47， P=0.019）均较高。微课结合CPC组学生理论成绩和操作成绩均优于常规法教学组（ t=30.42， P=0.001； t=17.14， P=0.001）。 结论:微课结合CPC教学模式可以明显提升学生的学习成绩，且学生对该教学模式有较高的满意度。

abstractsObjective:To evaluate the effectiveness of micro-class combined with CPC teaching model in clinical teaching of pain nursing.Methods:One hundred and thrity nursing students from Guangxi Medical University in the Department of Painology at the Second Affiliated Hospital of Guangxi Medical University from June 2019 to June 2021 were collected. All students were randomly divided into conventional method teaching group (65 students) and micro-class combined with CPC group (65 students) by a random number table method. At the end of the internship, the satisfaction of teaching, the results of the theoretical assessment and the results of the operational assessment were recorded.Results:One hundred and twenty-two students completed the research, including 60 students in the conventional method teaching group and 62 students in the micro-class combined with CPC group. Compared with conventional method teaching group, the satisfaction of instructional design, learning format, effectiveness of learning, personal competence and team spirit were high (95.2% vs. 83.3%, χ 2=4.48, P=0.034; 93.6% vs. 81.7%, χ 2=3.99, P=0.046; 96.8% vs. 86.7%, χ 2=4.14, P=0.042; 96.8% vs. 85.0%, χ 2=5.15, P=0.023; 95.2% vs. 81.7%, χ 2=5.47, P=0.019). The theoretical and operational scores of the students in the micro-class combined with CPC group were significantly higher than those in the conventional method teaching group ( t=30.42, P=0.001; t=17.14, P=0.001). Conclusion:Micro-class combined with CPC teaching model can significantly improve students' academic performance, and with higher satisfaction.