基于外科常见病临床情境案例汇编的案例教学法对护生临床思维能力的影响 [中文引用][英文引用]

目的 探讨基于外科常见病临床情境案例汇编的案例教学法（case-based learning，CBL）对护理本科实习生（以下简称护生）临床思维能力的影响。方法 采用便利抽样法，选取 2023 年 7 月— 2025 年 5 月在本院外科实习的 268 名护生作为研究对象，其中 2023 年 7 月— 2024 年 5 月的 131 名护生为对照组，采用常规临床带教；2024 年 7 月— 2025 年 5 月的 137 名护生为试验组，采用基于外科常见病临床情境案例汇编的 CBL 教学法。在外科实习第 1 周和第 8 周分别对两组护生进行临床思维能力评分和理论成绩测试，并在实习第 8 周测评实习满意度。结果 实习第 8 周，试验组护生的临床思维能力评分及理论成绩高于对照组，两组比较，差异具有统计学意义（均 P<0.001）；试验组护生的实习满意度高于对照组，差异具有统计学意义（P<0.001）。结论 基于外科常见病临床情境案例汇编的 CBL 教学法可提升护生的临床思维能力，并提高其理论成绩与实习满意度。

Objective To investigate the effect of case-based learning（CBL）on a compiled clinical scenarios of common surgical diseases in the clinical thinking ability of nursing undergraduates. Methods A convenience sampling method was used to recruit 268 nursing interns undergoing surgical rotation as research objects from July 2023 to May 2025, where 131 nursing interns undergoing surgical rotation at our hospital from July 2023 to May 2024 as a control group, and further 137 nursing interns from July 2024 to May 2025 as an experimental group. The control group received traditional clinical teaching method, while the experimental group received CBL based on the compiled clinical scenarios of common surgical diseases. The scores of clinical thinking ability and theoretical examination were assessed in the first and eighth weeks of the internship. Internship satisfaction was evaluated in the eighth week. Results By the eighth week of internship, the experimental group demonstrated significantly higher scores in both clinical thinking ability and theoretical examination than those in the control group, with statistically significant differences（both P<0.001）. The internship satisfaction in the experimental group was also significantly higher than that in the control group（P<0.001）. Conclusion CBL based on complied clinical scenarios of common surgical diseases effectively enhances the clinical thinking ability of nursing students, with improved theoretical performances, and increased internship satisfaction.