摘要目的:观察“模拟中医护理门诊”真实情景教学法对中医护理学生辨证施护能力及教学效果的影响。方法:将325名2020级大二护理学生分为常规教学组163人（接受常规护理教学）和真实情景教学组162人（在常规护理教学的基础上同时接受“模拟中医护理门诊” 真实情景教学）。用自制辨证施护能力问卷、中医护理理论及操作技能考核成绩和教学满意度问卷进行评估。对比分析两组学生辨证施护能力、中医护理理论和技能考核成绩、教学满意度情况。采用SPSS 24.0进行单因素方差分析和卡方检验。结果:干预后，真实情景教学组（治疗组和体验组）辨证施护能力（掌握四诊内容、诊断证候、分析证候、确定护理原则、制定护理方案）评分分别为（8.97±1.00）、（8.47±1.20）、（8.33±1.06）、（8.30±1.26）、（7.89±1.13）和（8.39±1.10）、（8.17±1.15）、（8.07±1.06）、（7.97±1.26）、（7.73±1.38），均高于常规教学组的（7.96±1.14）、（7.29±1.36）、（7.14±1.18）、（7.39±1.30）、（7.26±1.18），差异有统计学意义（ P<0.05）；真实情景教学组教学总满意度[160（97.6％）]高于常规教学组[150（92.0％）]，差异有统计学意义（ P<0.05）。 结论:“模拟中医护理门诊”教学能强化护理学生中医护理辩证思维及能力、提高中医护理理论及技能学习效果，增强中医护理学习兴趣。

abstractsObjective:To investigate the effect of "simulated Chinese medicine nursing clinic" teaching on syndrome differentiation ability among nursing students and the teaching effect of this method.Methods:A total of 325 students were randomly divided into conventional teaching group with 163 students (receiving conventional nursing teaching) and real situational teaching group with 162 students (receiving "simulated Chinese medicine nursing nursing clinic" teaching at the same time). A self-made questionnaire for syndrome differentiation-based nursing ability, assessment scores of traditional Chinese medicine nursing theories and skills, and a teaching satisfaction questionnaire were used for evaluation.Results:After intervention, the real situational teaching group (the treatment group and the experience group) had significantly higher socres of syndrome differentiation-based nursing ability (mastery of four diagnostic methods, diagnosis of syndromes, analysis of syndromes, determination of nursing principles, and development of nursing regimens) than the conventional teaching group (the treatment group and the conventional teaching group: 8.97±1.00/8.47±1.20/8.33±1.06/8.30±1.26/7.89±1.13 and 7.96±1.14/7.29±1.36/7.14±1.18/7.39±1.30/7.26±1.18, P<0.05; the experience group and the conventional teaching group: 8.39±1.10/8.17±1.15/8.07±1.06/7.97±1.26/7.73±1.38 and 7.96±1.14/7.29±1.36/7.14±1.18/7.39±1.30/7.26±1.18, P<0.05). The real situational teaching group had a significantly higher overall degree of satisfaction with teaching than the conventional teaching group [160 (97.6%) and 150 (92.0%), P<0.05]. Conclusions:The "simulated Chinese medicine nursing clinic" teaching program effectively enhances the thinking of syndrome differientiation and related abilities for nursing, improves the learning effect of traditional Chinese medicine nursing theories and skills, and increases the learning interest in traditional Chinese medicine nursing among nursing students.