基于工作坊的混合式教学模式在急诊护理实训中的教学效果及临床决策能力提升研究
Research on the Teaching Effectiveness of Workshop-Based Blended Teaching Model in Emergency Nursing Training and Its Improvement of Clinical Decision-Making Skills

目的：探讨基于工作坊的混合式教学模式对急诊护理人员理论–实践能力转化及临床决策能力的影响。方法：采用随机对照试验设计，纳入三甲医院2家，二甲医院2家共计100名急诊科护士，随机分为实验组(混合式教学)与对照组(传统教学)。通过理论考核、高仿真情境模拟及Lasater临床判断量表进行多维评估，采用协方差分析控制基线差异。结果：实验组理论成绩提升幅度显著高于对照组(88.1 ± 2.9 vs 80.3 ± 3.7, P < 0.05)，实验组急救操作心肺复苏能力较对照组明显提升(92.4 ± 3.1 vs 85.2 ± 4.6, P < 0.01)。结论：混合式教学模式通过“认知–技能–情感”三维联动机制有效提升急诊护理人才的实践能力与岗位胜任力，建议后续研究延长随访周期并拓展多中心验证。
Objective: To investigate the impact of a workshop-based blended teaching model on the theory-practice competency transfer and clinical decision-making skills of emergency nurses. Methods: This randomized controlled trial (RCT) enrolled 100 emergency department nurses from four hospitals, including two tertiary grade A hospitals and two secondary grade A hospitals. Participants were randomly allocated to the experimental group (blended learning) and the control group (traditional instruction). Multidimensional assessments were conducted through theoretical examinations, high-fidelity scenario simulations, and the Lasater Clinical Judgment Scale (LCJS). Analysis of covariance (ANCOVA) was employed to control baseline differences. Results: The experimental group demonstrated significantly greater improvement in theoretical scores compared to the control group (88.1 ± 2.9 vs 80.3 ± 3.7, P < 0.05). Their cardiopulmonary resuscitation performance in simulated emergencies was markedly enhanced (92.4 ± 3.1 vs 85.2 ± 4.6, P < 0.01). Conclusion: The blended teaching model effectively improves emergency nurses’ practical competencies and job readiness through a cognitive-skill-affective integration mechanism. Future studies should extend follow-up periods and validate findings across multicenter settings.