Application effectiveness of a 3-Turns-based task-driven teaching method in the standardized training of emergency department nurses

Lu Ping; Dai Xuerong; Xu Meihong; Zuo Yanyu; Jiang Hui

doi:10.3760/cma.j.cn116021-20250216-02229

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Application effectiveness of a 3-Turns-based task-driven teaching method in the standardized training of emergency department nurses

更新时间：2026-01-13

- Application effectiveness of a 3-Turns-based task-driven teaching method in the standardized training of emergency department nurses
- Chinese Journal of Medical Education Research Pages: 1-9(2026)
- 作者机构：
  
  南通大学附属医院急诊室，南通 226001
- 作者简介：
  
  Jiang Hui, Email: 674971162@qq.com
- 基金信息：
  
  Nantong University Teaching Reform Research Project(2024E24)
- DOI：10.3760/cma.j.cn116021-20250216-02229
  CLC： R-05
- Received：16 February 2025，
  
  Published Online：13 January 2026，
- 稿件说明：
移动端阅览
Lu Ping, Dai Xuerong, Xu Meihong, et al. Application effectiveness of a 3-Turns-based task-driven teaching method in the standardized training of emergency department nurses[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-9.
DOI：

Lu Ping, Dai Xuerong, Xu Meihong, et al. Application effectiveness of a 3-Turns-based task-driven teaching method in the standardized training of emergency department nurses[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-9. DOI： 10.3760/cma.j.cn116021-20250216-02229.

摘要

目的

探讨基于3-Turns的任务驱动教学在急诊科护士规范化培训中的应用效果。

方法

选取2023年3月至2024年9月在南通大学附属医院急诊科进行规培的75名护士为研究对象，采用区组随机化设计，即按入科批次进行分层，分为对照组（35人）和观察组（40人）。对照组采用传统分阶段教学，观察组采用基于3-Turns的任务驱动教学。培训结束后，比较两组护士的理论与临床实践考核成绩、临床思维能力、自主学习能力及认知负荷水平，并对观察组进行质性访谈。

结果

观察组理论考核总分（86.42±3.37）分、临床实践考核总分（86.68±4.00）分均高于对照组（74.17±3.00）分、（79.68±4.65）分（

0.001）。观察组在批判性思维、系统性思维、循证思维及临床思维总分方面均优于对照组（

0.001），自主学习能力各维度得分亦显著高于对照组（均

0.001）。两组认知负荷总分差异无统计学意义（

0.05）。质性访谈提炼出“动态反馈增强自我效能感”“任务层级化降低学习焦虑”“同伴协作促进知识整合”3个主题。

结论

基于3-Turns的任务驱动教学能有效提升急诊科规培护士的理论与实践能力、临床思维及自主学习能力，且未增加认知负荷，具有良好的教学效果与应用价值。

Abstract

Objective

To investigate the application effectiveness of a 3-Turns-based task-driven teaching method in the standardized training of emergency department nurses.

Methods

A total of 75 nurses who underwent standardized training in the Department of Emergency at Affiliated Hospital of Nan

tong University from March 2023 to September 2024 were selected as study subjects. Using a block randomization design stratified by the training batch

they were divided into a control group (

=35) and an observation group (

=40). The control group received traditional phased teaching

while the observation group received the 3-Turns-based task-driven teaching. After the training

the theoretical and clinical practice assessment scores

clinical thinking ability

self-learning ability

and cognitive load level were compared between the two groups. Qualitative interviews were conducted with the observation group.

Results

The observation group scored higher than the control group in both the total theoretical assessment score [(86.42±3.37) vs. (74.17±3.00)

0.001

]

and the total clinical practice assessment score [(86.68±4.00) vs. (79.68±4.65)

0.001

]

. Compared with the control group

the observation group also demonstrated higher critical thinking

systematic thinking

evidence-based thinking

and total clinical thinking scores (all

0.001). The scores in all dimensions of self-learning ability were significantly higher in the observation group than in the control group (all

0.001). There was no significant difference in the total cognitive load score between the two groups (

0.05). Qualitative interviews identified three themes: dynamic feedback enhances self-efficacy

task stratification reduces learning anxiety

and peer collaboration promotes knowledge integration.

Conclusions

The 3-Turns-based task-driven teaching method can effectively improve the theoretical and practical abilities

clinical thinking

and self-learning abilities of emergency department nurses in standardized training without increasing cognitive load

demonstrating favorable teaching effectiveness and application value.

关键词

Keywords

references

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