Effect of digital simulation-integrated scenario-based teaching in emergency nursing training for otolaryngology department
数字仿真融合式情景模拟教学在耳鼻咽喉科急救护理训练中的应用效果研究

摘要

目的 探讨数字仿真融合式情景模拟教学在耳鼻咽喉科急救护理训练中的应用效果。方法 采用随机对照试验设计。于2023年1月至2024年1月，便利选取本院耳鼻咽喉科60名在职护理人员作为研究对象，采用随机数字表法将其分为对照组与观察组，每组各30人。对照组实施以理论授课和操作示范教学为主的常规教学；观察组实施数字仿真融合式情景模拟教学，该模式整合了三维可视化视频、高仿真情景模拟系统、虚拟现实（VR）辅助训练及多维评价反馈。比较两组培训后的理论考核成绩、实践考核成绩及教学满意度。结果 培训后，观察组护理人员的理论考核成绩（89.5±4.2分）与实践考核成绩（92.3±3.6分）均显著高于对照组的（76.8±5.1分、80.1±4.8分），差异均有统计学意义（t值分别为10.37、11.02，均P<0.001）。观察组对教学模式的总体满意度为96.7%（29/30），显著高于对照组的73.3%（22/30），差异有统计学意义（χ2=7.89，P=0.005）。结论 在耳鼻咽喉科急救护理训练中应用数字仿真融合式情景模拟教学，能有效提升护理人员的理论与临床实践能力，并获得更高的教学满意度，具有推广价值。

Abstract

Objective To explore the application effect of digital simulation-integrated scenario-based teaching in emergency nursing training for otolaryngology department.
Methods A randomized controlled trial was conducted. From January 2023 to January 2024, 60 nursing staff from the otolaryngology department of our hospital were conveniently selected and randomly divided into a control group and an observation group using a random number table, with 30 participants in each group. The control group received conventional teaching based on theoretical lectures and operational demonstration teaching. The observation group received digital simulation-integrated scenario-based teaching, which integrated three-dimensional visualization videos, high-fidelity scenario simulation systems, virtual reality (VR)-assisted training, and multi-dimensional evaluation feedback. The theoretical assessment scores, practical assessment scores, and teaching satisfaction were compared between the two groups after training.
Results After training, the theoretical assessment score (89.5±4.2) and practical assessment score (92.3±3.6) of the observation group were significantly higher than those of the control group (76.8±5.1, 80.1±4.8), with statistically significant differences (t=10.37, 11.02, respectively, both P<0.001). The overall satisfaction rate with the teaching model in the observation group was 96.7% (29/30), significantly higher than 73.3% (22/30) in the control group, and the difference was statistically significant (χ2=7.89, P=0.005).
Conclusion   The application of digital simulation-integrated scenario-based teaching in emergency nursing training for otolaryngology department can effectively improve the theoretical knowledge and clinical practical ability of nursing staff, and achieve higher teaching satisfaction, which is worthy of promotion.