Application of workshop-driven interactive teaching in clinical alarm training for nursing interns

Li Yue; Hu Dan; Yang Xin; Zeng Yuhan; Huang Chao; Hong Yueling; Shi Xi; Li Juan

doi:10.3760/cma.j.cn116021-20250214-02069

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Application of workshop-driven interactive teaching in clinical alarm training for nursing interns

Nursing Education Study | 更新时间：2025-10-29

- Application of workshop-driven interactive teaching in clinical alarm training for nursing interns
- Chinese Journal of Medical Education Research Vol. 24, Issue 10, Pages: 1415-1422(2025)
- 作者机构：
  
  1.重庆医科大学附属第一医院护理部，重庆 400016
  2.重庆医科大学附属儿童医院口腔眼科病房，重庆 400014
  3.重庆医科大学附属第一医院重症医学科，重庆 400016
  4.重庆医科大学附属第一医院神经内科重症监护室，重庆 400016
  5.重庆医科大学附属第一医院呼吸与危重症医学科，重庆 400016
  6.重庆医科大学附属第一医院教务处，重庆 400016
- 作者简介：
  
  Li Juan, Email: 1005945635@qq.com
- 基金信息：
  
  Chongqing Medical University Future Medicine Young Innovators Team Development Support Program (W0019)(W0019);Teaching Reform Project of the School of Nursing, Chongqing Medical University(20230201)
- DOI：10.3760/cma.j.cn116021-20250214-02069
  CLC： R47-4
- Received：14 February 2025，
  
  Published：20 October 2025
- 稿件说明：
移动端阅览
李悦, 胡丹, 杨欣, 等. 工作坊驱动的交互式教学在实习护生临床警报培训中的应用[J]. 中华医学教育探索杂志, 2025, 24(10): 1415-1422.

Li Yue, Hu Dan, Yang Xin, et al. Application of workshop-driven interactive teaching in clinical alarm training for nursing interns[J]. Chinese journal of medical education research, 2025, 24(10): 1415-1422.
李悦, 胡丹, 杨欣, 等. 工作坊驱动的交互式教学在实习护生临床警报培训中的应用[J]. 中华医学教育探索杂志, 2025, 24(10): 1415-1422. DOI： 10.3760/cma.j.cn116021-20250214-02069.

Li Yue, Hu Dan, Yang Xin, et al. Application of workshop-driven interactive teaching in clinical alarm training for nursing interns[J]. Chinese journal of medical education research, 2025, 24(10): 1415-1422. DOI： 10.3760/cma.j.cn116021-20250214-02069.

摘要

目的

探讨工作坊驱动的交互式教学模式在重症监护病房护理本科实习生临床警报培训中的干预效果。

方法

将2023年11月至2024年4月在重症监护病房实习的120名护理本科生作为研究对象，采用随机数字表法将其随机分为对照组（

=60，传统教学）和干预组（

=60，工作坊驱动的交互式教学）。于培训前及出科时，分别使用临床警报知识、态度和行为问卷；患者安全文化感知问卷及培训满意度问卷对两组护生进行评价，比较其在各项指标上的差异。采用SPSS 22.0软件进行独立样本

检验、配对样本

检验、卡方检验及Mann-Whitney

秩和检验。

结果

培训前，两组护生在临床警报知识、态度和行为及患者安全文化感知方面差异均无统计学意义（

0.05）。培训后，干预组临床警报知识、态度和行为总分[（127.58±6.45） vs. （123.48±7.61），

=3.17，

=0.002

]

及患者安全文化感知总分[（99.44±9.17） vs. （95.45±12.03），

=-2.04，

=0.044

]

均高于对照组；干预组在培训内容、培训教师和总体设置方面的满意度均优于对照组，差异具有统计学意义（

0.05）。两组护生组内比较结果显示：干预组培训后临床警报知识、态度和行为总分[（127.58±6.45） vs. （120.10±10.25），

=-5.10，

0.001

]

及患者安全文化感知总分[（99.44±9.17） vs. （94.46 ± 12.12），

=-2.65，

=0.010

]

均高于培训前；对照组培训前后临床警报知识、态度和行为总分及患者安全文化感知总分差异无统计学意义（

0.05）。

结论

工作坊驱动的交互式教学模式有助于提升重症监护病房护理本科实习生的临床警报知、信、行水平以及患者安全文化感知，为优化临床警报教学和培养高质量护理人才提供科学依据。

Abstract

Objective

To evaluate the effectiveness of a workshop-driven interactive teaching model in clinical alarm training for undergraduate nursing interns in the intensive care unit (ICU).

Methods

A total of 120 undergraduate nursing students who interned in the ICU from November 2023 to April 2024 were enrolled and randomly assigned using a random number table into a control group (

=60

traditional teaching) and an intervention group (

=60

workshop-driven interactive teaching). Clinical alarm knowledge

attitudes

and practices (KAP); perception of patient safety culture; and training satisfaction were assessed before and after the training using validated questionnaires. Differences between groups were analyzed using independent sample

-test

paired sample

-test

chi-square test

and the Mann-Whitney

test with SPSS 22.0.

Results

There were no significant differences between the two groups in clinical alarm KAP scores or patient safety culture perception scores before the training (

0.05). After the training

the intervention group showed significantly higher scores in clinical alarm KAP [(127.58±6.45) vs. (123.48±7.61)

=3.17

=0.002

]

and patient safety culture perception [(99.44±9.17) vs. (95.45±12.03)

=-2.04

=0.044

]

compared with the control group. Satisfaction with training content

teaching quality

and overall instructional design was significantly higher in the intervention group than in the control group (

0.05). Within-group comparisons showed that the intervention group had significant improvements in clinical alarm KAP [(12

7.58±6.45) vs. (120.10±10.25)

=-5.10

0.001

]

and patient safety culture perception [(99.44±9.17) vs. (94.46±12.12)

=-2.65

=0.010

]

after training. No significant changes were observed in the control group after training (

0.05).

Conclusions

The workshop-driven interactive teaching model can effectively enhance the clinical alarm KAP levels and patient safety culture perception among undergraduate nursing interns in the ICU. This teaching approach provides a scientific basis for optimizing clinical alarm education and cultivating high-quality nursing professionals.

关键词

Keywords

references

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