目的 探讨联合教学法在ICU护士规范化培训中的应用效果。方法 将2022年2月—2023年2月轮转ICU的40名规范化培训护士设为试验组,采用联合教学法;将2021年1月—2022年1月的轮转ICU的40名规范化培训护士设为对照组,采用传统教学法,教学时间均为3个月。比较教学后两组理论、操作考核、护理查房成绩以及教学满意度,教学前后自主学习能力、岗位胜任力得分评价。结果 教学后,试验组理论、操作与护理查房成绩均高于对照（t=2.580,P=0.012;t=2.351,P=0.022;t=2.311,P=0.024）;试验组自主学习能力和岗位胜任力得分较对照组均有所提高（t=3.426,P=0.001;t=5.411,P<0.001）;试验组教学满意度高于对照组（t=2.847,P=0.006）。结论 联合教学法可以提高ICU规范化培训护士的综合成绩,提高其自主学习能力及岗位胜任力水平,且教学满意度高。
Objective To explore the effect of combined teaching method in standardized training of ICU nurses. Methods 40 standardized trained nurses rotating in ICU from February 2022 to February 2023 were set as the experimental group,and the combined teaching method was adopted. The 40 standardized trained nurses rotating in ICU from January 2021 to January 2022 were set as the control group,the traditional teaching method was used. Both groups were taught for 3 months. The results of theoretical assessment,skills assessment,nursing rounds and satisfaction of teaching were compared between the two groups after teaching,the scores of independent learning ability and post competency were compared before and after teaching. Results After teaching,the scores of theoretical,skills and nursing rounds of experimental group were higher than those of control group（t=2.580,P=0.012;t=2.351,P=0.022;t=2.311,P=0.024）. The score of independent learning ability and the post competency of the experimental group were improved than that of the control group（t=3.426,P=0.001;t=5.411,P<0.001）. The teaching satisfaction of experimental group was higher than that of control group（t=2.847,P=0.006）. Conclusion The combined teaching methods can improve the comprehensive scores of ICU trained nurses,improve the independent learning ability and post competence level,and teaching satisfaction is high.
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