Optimization of CBL-RISE teaching mode based on TPSN model and a non-randomized controlled study on its application in training intensive care unit specialist nurses in Xinjiang region

Zhang Xia; Zhang Li; Hou Fang; Song Bei; Huang Ying

doi:10.3760/cma.j.cn116021-20251015-02256

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Optimization of CBL-RISE teaching mode based on TPSN model and a non-randomized controlled study on its application in training intensive care unit specialist nurses in Xinjiang region

更新时间：2026-04-27

- Optimization of CBL-RISE teaching mode based on TPSN model and a non-randomized controlled study on its application in training intensive care unit specialist nurses in Xinjiang region
- Chinese Journal of Medical Education Research Pages: 1-8(2026)
- 作者机构：
  
  1.新疆医科大学第一附属医院重症医学科，乌鲁木齐 830054
  2.新疆医科大学第一附属医院护理部，乌鲁木齐 830054
- 作者简介：
  
  Zhang Li, Email: 121449072@qq.com
- 基金信息：
  
  The First Affiliated Hospital and First Clinical Medical College of Xinjiang Medical University 2022 "Youth Research Launch" Special Fund(2022YFY-QKHL-10);Tianshan Talents Program for High level Talents in Medicine and Health(TSYC202301A041)
- DOI：10.3760/cma.j.cn116021-20251015-02256
  CLC： R459.7
- Received：15 October 2025，
  
  Online First：27 April 2026，
- 稿件说明：
移动端阅览
Zhang Xia, Zhang Li, Hou Fang, et al. Optimization of CBL-RISE teaching mode based on TPSN model and a non-randomized controlled study on its application in training intensive care unit specialist nurses in Xinjiang region[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-8.
DOI：

Zhang Xia, Zhang Li, Hou Fang, et al. Optimization of CBL-RISE teaching mode based on TPSN model and a non-randomized controlled study on its application in training intensive care unit specialist nurses in Xinjiang region[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-8. DOI： 10.3760/cma.j.cn116021-20251015-02256.

摘要

目的

探讨基于TPSN[教师（teacher）、病人（patient）、学生（student）、护士（nurse）]模型优化CBL联合文献为导向的自我学习（reference-induced self education，RISE）模式（即CBL-RISE模式）教学在新疆地区ICU专科护士培训中的应用效果。

方法

选取178名ICU专科护士，分为对照组（90名，CBL-RISE模式）和研究组（88名，TPSN优化CBL-RISE模式）。采用ICU护士核心能力量表、循证护理能力评定量表、学习兴趣问卷和学习倦怠量表评估教学效果。采用SPSS 23.0进行统计学分析。

结果

研究组理论成绩（91.02±3.56）、操作成绩（88.33±3.77）、临床实践成绩（85.47±2.97）均高于对照组（

=14.70、12.48、10.65；均

0.001）。培训后，研究组ICU护士核心能力量表评分[专业基础知识（62.80±8.35）、临床实践能力（78.40±7.16）、护理管理能力（52.92±5.66）、专业发展能力（

56.69±5.64）、临床判断思维（49.90±3.90）

]

和循证护理能力评定量表评分[证据检索及评价（22.52±2.50）、证据整合（16.90±1.58）、证据传播（9.07±1.47）、情境评估及证据应用（26.53±2.00）

]

均高于对照组（

=6.02、5.79、6.90、10.40、6.24、9.49、9.27、6.61、14.00；均

0.001）。研究组学习兴趣高于对照组（

=-3.15；

=0.002）。培训后，研究组学习倦怠量表评分[情绪低落（19.81±3.27）、行为不当（19.74±3.91）、成就感低（18.32±3.14）、对专业的认识及兴趣（10.43±1.96）、学习环境（10.42±2.13）

]

均低于对照组（

=12.97、8.47、10.25、12.53、14.98；均

0.001）。重复测量方差分析显示，2组各量表评分的时间主效应、组别主效应及交互作用差异均有统计学意义（

0.001）。

结论

基于TPSN模型优化CBL-RISE模式教学能够提高ICU专科护士的考核成绩、核心能力、循证护理能力和学习兴趣，并减轻学习倦怠。

Abstract

Objective

To explore the application effectiveness of the CBL-RISE (case-based learning combined with reference-induced self-education) teaching mode optimized based on the TPSN (teacher

patient

student

nurse) model in training intensive care unit (ICU) specialist nurses in Xinjiang region.

Methods

A total of 178 ICU specialist nurses were selected and divided into a control group (

=90

receiving the CBL-RISE mode) and a study group (

=88

receiving the TPSN-optimized CBL-RISE mode). Teaching effectiveness was evaluated using the ICU Nurse Core Competency Scale

the Evidence-Based Nursing Competency Scale

a Learning Interest Questionnaire

and a Learning Burnout Scale. Statistical analysis was conducted using SPSS 23.0.

Results

The study group achieved significantly higher scores in theoretical knowledge (91.02±3.56)

operational skills (88.33±3.77)

and clinical practice (85.47±2.97) compared to the control group (

=14.70

12.48

10.65; all

0.001). After the training

the study group showed significantly higher scores relative to the control group across all dimensions of the ICU Nurse Core Competency Scale [professional basic knowledge (

62.80±8.35)

clinical practice ability (78.40±7.16)

nursing management ability (52.92±5.66)

professional development ability (56.69±5.64)

clinical judgment thinking (49.90±3.90)

]

and the Evidence-Based Nursing Competency Scale [evidence retrieval and evaluation (22.52±2.50)

evidence integration (16.90±1.58)

evidence dissemination (9.07±1.47)

situational assessment and evidence application (26.53±2.00)

]

(

=6.02

5.79

6.90

10.40

6.24

9.49

9.27

6.61

14.00; all

0.001). Learning interest was also significantly higher in the study group than that in the control group (

=-3.15;

=0.002). After training

the study group reported significantly lower scores on the Learning Burnout Scale [depression (19.81±3.27)

inappropriate behavior (19.74±3.91)

low sense of achievement (18.32±3.14)

understanding and interest in the profession (10.43±1.96)

learning environment (10.42±2.13)

]

than those in the control group (

=12.97

8.47

10.25

12.53

14.98; all

0.001). Repeated measures analysis of variance revealed significant differences in the main effect of time

main effect of group

the interaction between time and group on all scale scores between the two groups (

0.001).

Conclusions

The CBL-RISE teaching mode optimized by the TPSN model enhanced examination performance

core competencies

evidence-based nursing abilities

and learning interest

while reducing learning burnout among ICU specialist nurses.

关键词

Keywords

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