Application effect evaluation of OSCE-guided teaching in the training of new nurses through surgical case workshops
OSCE引导性教学在新护士外科案例工作坊培训中的实践应用与效果评价

摘要

目的 探讨客观结构化临床考试（OSCE）引导性教学在新护士外科案例工作坊培训中的实践应用效果，为优化临床护理培训模式提供依据。方法 选取我院入职不满24个月、已完成岗前培训的注册护士。在2025年2月参加我院外科案例工作坊培训的新护士，共230人。采用OSCE引导性教学法，以化脓性阑尾炎术后留管患者护理为典型病例，通过“理论讲授—OSCE工作坊实践—总结反馈”三段式教学实施培训。培训前后分别进行理论考核和OSCE情景实践考核（3个站点考核）。分别考察术后回室病房交接、模拟案例运行中专业操作能力、护患沟通与宣教等综合能力。采用SPSS 23.0软件对培训前后成绩进行统计分析，并自设问卷调查学员对OSCE教学模式的认可度。结果 培训后新护士理论考核成绩从（61.24±11.84）分提升至（96.39±6.71）分，OSCE知识考点成绩：搬运法操作评分从（72.26±8.81）分提升至（93.49±2.68）分，更换引流袋操作评分从（72.06±9.05）分提升至（93.45±2.72）分，综合操作评分从（67.30±9.97）分提升至（88.47±7.09）分，差异均具有统计学意义（P<0.05）。问卷调查显示，86.09%的学员培训前不了解OSCE工具，培训后93.91%的学员认同OSCE考核工具在临床护理培训中推广，90.43%的学员认为该模式能帮助提升沟通协调技能，89.57%认为能帮助发现自身不足，87.39%认可OSCE情景实践教学模式能提升护理综合能力。OSCE引导性教学使学员较好地掌握了培训大纲要求的理论知识，有效提升了临床思维能力、解决问题能力及沟通协调能力。结论 OSCE引导性教学在新护士外科案例工作坊中应用效果显著，能系统性提升新护士的外科护理核心能力，学员认可度高,适合在新形势下临床护理培训中推广应用。

Abstract

Objective To explore the practical application effect of objective structured clinical examination (OSCE)‑guided teaching in the surgical case workshop training for new nurses, and to provide evidence for optimizing clinical nursing training models.
Methods A total of 230 newly registered nurses who had been employed for less than 24 months and had completed pre‑job training in our hospital participated in the surgical case workshop in February 2025. The OSCE‑guided teaching method was adopted, using the care of postoperative patients with indwelling drainage tubes after suppurative appendicitis as a typical case. The training was implemented through a three‑stage approach: “theory teaching – OSCE workshop practice – summary and feedback”. Theoretical assessments and OSCE scenario‑based practical examinations (three stations) were conducted before and after training, respectively, to evaluate comprehensive abilities including post‑operative ward handover, professional operation skills in simulated case scenarios, and nurse‑patient communication and health education. Statistical analysis of pre‑ and post‑training scores was performed using SPSS 23.0, and a self‑designed questionnaire was administered to survey trainees’ acceptance of the OSCE teaching model.
Results After training, the new nurses’ theoretical examination scores increased from (61.24 ± 11.84) to (96.39 ± 6.71); OSCE knowledge‑based scores: patient transfer operation scores increased from (72.26 ± 8.81) to (93.49 ± 2.68), drainage bag replacement scores increased from (72.06 ± 9.05) to (93.45 ± 2.72), and comprehensive scores increased from (67.30 ± 9.97) to (88.47 ± 7.09), all with statistically significant differences (P<0.05). The questionnaire survey showed that 86.09% of trainees were unfamiliar with the OSCE tool before training; after training, 93.91% agreed that the OSCE assessment tool should be promoted in clinical nursing training, 90.43% believed that the model helped improve communication and coordination skills, 89.57% considered it helpful for identifying personal deficiencies, and 87.39% recognized that the OSCE scenario‑based practical teaching model could enhance comprehensive nursing abilities. The OSCE‑guided teaching enabled trainees to master the theoretical knowledge required by the training syllabus and effectively improved clinical thinking, problem‑solving, and communication skills.
Conclusion   The OSCE‑guided teaching model shows significant application effects in the surgical case workshop for new nurses, systematically enhancing their core surgical nursing competencies with high trainee acceptance. It is suitable for broader promotion and application in clinical nursing training under the new circumstances.