翻转课堂联合Mini-CEX 在血透室护理技能教学中的应用效果
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袁小莉
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海安市人民医院 血液净化中心，江苏海安，226600
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摘要:目的 探讨血透室护理技能教学中，开展翻转课堂与Mini-CEX联合的教学效果。 方法 选取2023年1 月-2025 年1 月，参与血透室护理技能培训的32 名护士，实施数字排序法随机分组，各16 名。常规组以传统教学为主，研究组实施翻转课堂与Mini-CEX 联合教学。统计护理技能成绩，评估思维能力和患者满意度，评价教学效果。 结果 护理技术成绩统计，研究组应急处理（89.25±4.15）分、操作规范（90.34±3.16）分、沟通技巧（87.29±3.26）分，各项成绩高于常规组（76.36±5.14）分、（79.29±2.17）分、（79.28±4.18）分（P ＜ 0.05）；临床思维评估，研究组方案合理、病情评估、问题解决各技能优于常规组（P ＜ 0.05）；患者满意度调查，研究组信息告知（91.25±2.34）分、操作舒适（89.34±3.18）分、人文关怀（90.34±2.17）分，各指标优于常规组（86.34±3.21）分、（81.26±4.27）分、（84.31±3.26）分（P ＜ 0.05）；评估教学效果，研究组学习主动性、知识掌握深度、职业认同感均优于常规组（P＜0.05）。 结论 血透室护理教学中，开展翻转课堂与Mini-CEX联合教学，显著提升护理教学效果，建议推广。
关健词：Mini-CEX；翻转课堂；血透室；护理技能；教学效果
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Effectiveness of Flipped Classroom Combined with Mini-CEXin Hemodialysis Room Nursing Skills Teaching
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Xiaoli Yuan
Hai 'an People's Hospital, Blood Purification Center, Hai'an, Jiangsu 226600 , China
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Abstract：Objective To evaluate the combined teaching effectiveness of flipped classroom and Mini-CEX in hemodialysisroom nursing skills training. Methods From January 2023 to January 2025,32 nurses participating in hemodialysis room nursingskills training were randomly assigned using the digital sequencing method (16 per group). The control group received traditionalteaching, while the experimental group adopted the combined flipped classroom and Mini-CEX approach. Nursing skillsscores, cognitive abilities, and patient satisfaction were statistically analyzed to assess teaching effectiveness. Results In nursingtechnical performance statistics, the research group scored 89.25±4.15 in emergency response, 90.34±3.16 in standardizedprocedures, and 87.29±3.26 in communication skills, all significantly higher than the control group's scores (76.36±5.14,79.29±2.17,79.28±4.18 respectively, P<0.05). Clinical thinking assessment showed the research group outperformed the controlgroup in rational plan formulation, clinical condition evaluation, and problem-solving skills (P<0.05). Patient satisfaction surveyrevealed the research group scored 91.25±2.34 in information disclosure, 89.34±3.18 in operational comfort, and 90.34±2.17in humanistic care, surpassing the control group's scores (86.34±3.21,81.26±4.27,84.31±3.26 respectively, P<0.05). Teaching effectiveness evaluation demonstrated the research group’s superior learning initiative, knowledge mastery depth, and professionalidentity compared to the control group (P<0.05). Conclusion The implementation of flipped classroom combined withMini-CEX in hemodialysis room nursing education significantly enhances teaching effectiveness, and its promotion is recommended.
Keywords : Mini-CEX； flipped classroom； hemodialysis room； nursing skills； teaching effect
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