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基于3-Turns的任务驱动教学在急诊科护士规培带教中的应用效果
Application effectiveness of a 3-Turns-based task-driven teaching method in the standardized training of emergency department nurses
- 中华医学教育探索杂志 2026年 页码：1-9
- 作者机构：
南通大学附属医院急诊室，南通 226001
- 作者简介：
姜慧，Email：674971162@qq.com
- 基金信息：南通大学教学改革研究课题(2024E24)
DOI：10.3760/cma.j.cn116021-20250216-02229
中图分类号： R-05收稿：2025-02-16，
网络出版：2026-01-13，
- 稿件说明：
移动端阅览
陆萍, 戴雪榕, 徐美红, 等. 基于3-Turns的任务驱动教学在急诊科护士规培带教中的应用效果[J/OL]. 中华医学教育探索杂志, 2026,1-9.
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.
陆萍, 戴雪榕, 徐美红, 等. 基于3-Turns的任务驱动教学在急诊科护士规培带教中的应用效果[J/OL]. 中华医学教育探索杂志, 2026,1-9. DOI： 10.3760/cma.j.cn116021-20250216-02229.
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
2
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
2
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
2
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（
P
<
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（
P
<
0.001），自主学习能力各维度得分亦显著高于对照组（均
P
<
0.001）。两组认知负荷总分差异无统计学意义（
P
>
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
2
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
2
To investigate the application effectiveness of a 3-Turns-based task-driven teaching method in the standardized training of emergency department nurses.
Methods
2
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 (
n
=35) and an observation group (
n
=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
2
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)
P
<
0.001
]
and the total clinical practice assessment score [(86.68±4.00) vs. (79.68±4.65)
P
<
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
P
<
0.001). The scores in all dimensions of self-learning ability were significantly higher in the observation group than in the control group (all
P
<
0.001). There was no significant difference in the total cognitive load score between the two groups (
P
>
0.05). Qualitative interviews identified three themes: dynamic feedback enhances self-efficacy
task stratification reduces learning anxiety
and peer collaboration promotes knowledge integration.
Conclusions
2
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
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