标准化病人结合情景模拟教学在老年病专科实习护士中的应用效果OA

Objective To explore the application effect of standardized patients combined with scenario simulation teaching in geriatric nursing interns.Methods A total of 50 student nurses who interned in the Department of Geriatrics of Guizhou Panjiang Coal and Electricity Group Co.,Ltd.Hospital from January 2024 to December 2024 were selected as the research subjects.They were divided into the study group and the reference group using random number table method,with 25 cases in each group.The reference group adopted the traditional teaching model,while the study group implemented standardized patients combined with scenario simulation teaching.The two groups were compared in terms of basic theory,practical operation level,comprehensive literacy scores,satisfaction,and clinical thinking ability.Results The scores of basic theory,practical operation level,and comprehensive literacy in the study group were higher than those of the reference group,with statistically significant differences(P＜0.05).The satisfaction rate of the study group was higher than that of the reference group,with statistically significant difference(P＜0.05).Before teaching,there was no statistically significant difference in clinical thinking ability score between the two groups(P＞0.05).After teaching,the clinical thinking ability score of the study group was higher than that before teaching in the same group,with a statistically significant difference(P＜0.05),while there was no statistically significant difference in the reference group between before and after teaching(P＞0.05).After teaching,the score of the study group was higher than that of the reference group,with statistically significant difference(P＜0.05).Conclusion Implementing the teaching model of standardized patients combined with scenario simulation based on clinical thinking ability for students can significantly improve their knowledge mastery and teaching satisfaction.Moreover,this teaching model not only effectively stimulates students' autonomous learning ability but also promotes the formation and development of their clinical thinking,thereby significantly enhancing their clinical thinking ability.As a result,the effectiveness of training and teaching is greatly improved,making this model worthy of widespread promotion in clinical medicine.