摘要目的:探讨案例教学法（CBL）结合Mini Quest教学法对骨科实习护生评判性思维和实践能力的影响。方法:采用目的抽样法，于2024年2月—2025年2月选取郑州大学第一附属医院124名在骨科实习的护生，以抽签法分为对照组和观察组，各62名。对照组采用传统骨科实习教学法，观察组采用CBL结合Mini Quest教学法，两组实习时间均为4周。比较两组入科时和实习后的评判性思维能力测试量表（CTDI-CV）评分、理论考核成绩、操作技能实践考核成绩及两组护生的教学满意度。结果:实习后，观察组CTDI-CV寻求真相、开放思想、分析能力、系统化能力、自信心、求知欲、认知成熟度维度评分和总分分别为（47.80±1.59）、（49.12±1.38）、（46.83±2.95）、（47.38±2.40）、（45.13±1.62）、（44.79±1.46）、（46.19±0.72）、（327.24±26.19）分，均高于对照组，差异有统计学意义（ P<0.05）。观察组骨科实习护生理论考核和操作技能成绩分别为（92.34±1.86）、（90.28±1.42）分，高于对照组的（89.75±2.23）、（87.56±2.35）分，差异有统计学意义（ P<0.05）。观察组骨科实习护生对教学模式、教学效果、理论培训、实践操作指导和教学环境维度的满意度评分均高于对照组，差异有统计学意义（ P<0.05）。 结论:CBL结合Mini Quest教学法可有效提升骨科实习护生的评判性思维和实践能力，在临床实习带教中具有推广价值。

abstractsObjective:To explore the effect of case-based learning (CBL) combined with the Mini Quest teaching method on the critical thinking and practical ability of orthopedic nursing interns.Methods:A total of 124 nursing interns who practiced in the Department of Orthopedics of the First Affiliated Hospital of Zhengzhou University from February 2024 to February 2025 were selected by purposive sampling and randomly divided into a control group and an observation group using a drawing lot method, with 62 interns in each group. The control group received traditional orthopedic internship teaching, while the observation group received CBL combined with the Mini Quest teaching method. The duration of the internship teaching for both groups was four weeks. Critical thinking ability was assessed using the Chinese Version of the Critical Thinking Disposition Inventory (CTDI-CV) , and scores were collected at the beginning and end of the internship. Additionally, theoretical examination scores, operational skill assessment scores, and teaching satisfaction ratings were compared between the two groups.Results:After the internship, the observation group had significantly higher CTDI-CV scores across all dimensions, truth-seeking (47.80±1.59) , open-mindedness (49.12±1.38) , analytical ability (46.83±2.95) , systematicity (47.38±2.40) , self-confidence (45.13±1.62) , inquisitiveness (44.79±1.46) , and cognitive maturity (46.19±0.72) , with a total score of (327.24±26.19) , compared to the control group, all with statistically significant differences ( P<0.05) . The observation group also scored higher on theoretical exams [ (92.34±1.86) vs. (89.75±2.23) ] and practical skill assessments [ (90.28±1.42) vs. (87.56±2.35) ] compared to the control group, with statistically significant differences ( P<0.05) . The satisfaction scores of orthopedic nursing interns in the observation group were higher than those in the control group in terms of teaching model, teaching effectiveness, theoretical training, practical operation guidance, and teaching environment, and the differences were statistically significant ( P<0.05) . Conclusions:The combination of CBL and the Mini Quest teaching method can effectively enhance the critical thinking and practical ability of orthopedic nursing interns and is worth promoting in clinical teaching.