Jeffries模拟教学理论在产科急症护理临床教学中的应用

江欣; 姚晓; 吴娜; 黄蓉

doi:10.3760/cma.j.cn116021-20250915-02198

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Jeffries模拟教学理论在产科急症护理临床教学中的应用

数智护理教育专题 | 更新时间：2026-06-17

- Jeffries模拟教学理论在产科急症护理临床教学中的应用
- Application of Jeffries simulation teaching theory in clinical teaching of obstetric emergency nursing
- 中华医学教育探索杂志 2026年25卷第5期页码：520-526
- 作者机构：
  
  1.同济大学附属妇产科医院产科病区，上海 201204
  2.同济大学附属妇产科医院护理部，上海 201204
- 作者简介：
  
  黄蓉，Email： huangrong_1986@hotmail.com
- 基金信息：
  
  同济大学2025年本科教育研究与改革项目（自由申报类）
- DOI：10.3760/cma.j.cn116021-20250915-02198
  中图分类号： R-05
- 收稿：2025-09-15，
  
  纸质出版：2026-05-20
- 稿件说明：
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江欣, 姚晓, 吴娜, 等. Jeffries模拟教学理论在产科急症护理临床教学中的应用[J]. 中华医学教育探索杂志, 2026, 25(5): 520-526.

Jiang Xin, Yao Xiao, Wu Na, et al. Application of Jeffries simulation teaching theory in clinical teaching of obstetric emergency nursing[J]. Chinese Journal of Medical Education Research, 2026, 25(5): 520-526.
江欣, 姚晓, 吴娜, 等. Jeffries模拟教学理论在产科急症护理临床教学中的应用[J]. 中华医学教育探索杂志, 2026, 25(5): 520-526. DOI： 10.3760/cma.j.cn116021-20250915-02198.

Jiang Xin, Yao Xiao, Wu Na, et al. Application of Jeffries simulation teaching theory in clinical teaching of obstetric emergency nursing[J]. Chinese Journal of Medical Education Research, 2026, 25(5): 520-526. DOI： 10.3760/cma.j.cn116021-20250915-02198.

摘要

目的

探讨Jeffries模拟教学理论在产科急症护理临床教学实践中，对实习护生理论与实操能力的应用效果。

方法

采用非随机同期对照研究设计，选取同济大学附属妇产科医院2023年入院的65名实习护生作为研究对象。为避免沾染，按病区分组：将4A、5A病区的32名实习护生设为对照组，采用传统教学方式；4B、5B病区的33名实习护生设为模拟组，在传统教学方式基础上，运用基于Jeffries模拟教学理论构建的产科急症护理方案开展模拟教学。调查模拟组实习护生对模拟设计和模拟实践的教学效果评价，比较2组实习护生在理论知识、操作技能、教学设置效果评分及评判性思维能力方面的差异。采用SPSS 20.0进行统计学分析。

结果

模拟组实习护生对模拟教学的满意度、自信心、模拟教学实践、模拟设计得分均高于培训前，除自主学习、切合希望和支持3个维度外，差异均有统计学意义（

0.05）；模拟组在理论、操作技能及教学设置效果方面的得分均高于对照组，差异具有统计学意义（

0.05）；模拟组的评判性思维能力总分为300.03±17.93，总分及各维度得分均高于对照组，除自信心和求知欲2个维度外，差异均有统计学意义（

0.05）。

结论

基于Jeffries模拟教学理论的产科急症护理临床教学实践活动，能提升实习护生的理论知识、操作技能及评判性思维能力，实习护生反馈良好，可作为产科急症护理临床教学的有效方法推广应用。

Abstract

Objective

To explore the application effects of Jeffries simulation teaching theory on the theoretical knowledge and practical skills of nursing interns in clinical teaching of obstetric emergency care.

Methods

A non-randomized concurrent controlled study was conducted. The 65 nursing interns who began their internship in 2023 at the Obstetrics and Gynecology Hospital Affiliated to Tongji University were selected as study subjects. To avoid contamination

grouping was based on ward assignments: 32 nursing interns from wards 4A and 5A were assigned to the control group and received traditional teaching methods; 33 nursing interns from wards 4B and 5B were assigned to the simulation group and received simulation teaching based on the obstetric emergency nursing program constructed according to Jeffries simulation teaching theory

in addition to traditional teaching. The simulation group evaluated the teaching effectiveness of simulation design and simulation practice. Differences in theoretical knowledge

operational skills

teaching setup effectiveness scores

and critical thinking ability were compared between the two groups. SPSS 20.0 was used to determine the statistical significance of the differences.

Results

In the simulation group

scores for satisfaction

self-confidence

simulation teaching practice

and simulation design were improved after the training

with statistically significant differences (

0.05) except for the three dimensions of autonomous learning

meeting expectations

and support. The simulation group scored significantly higher than the control group in theoretical knowledge

operational skills

and teaching setup effectiveness (

0.05). The total critical thinking ability score of the simulation group was (300.03±17.93)

and both the total score and scores across all dimensions were higher than those of the control group

with statistically significant differences (

0.05) except for the dimensions of self-confidence and intellectual curiosity.

Conclusions

Clinical teaching practices for obstetric emergency nursing based on Jeffries simulation teaching theory can improve the theoretical knowledge

operational skills

and critical thinking ability of nursing interns. The positive feedback from nursing interns suggests that this approach can be promoted as an effective method for clinical teaching of obstetric emergency nursing.

关键词

Keywords

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