Mini-CEX和DOPS量表的形成性评价在儿科实习护士中的应用

方姗姗; 荣道香; 刘继秀; 徐兵; 代凤

doi:10.16766/j.cnki.issn.1674-4152.003523

Mini-CEX和DOPS量表的形成性评价在儿科实习护士中的应用

doi: 10.16766/j.cnki.issn.1674-4152.003523

蚌埠医科大学第一附属医院儿科，安徽蚌埠 233004

基金项目:

安徽省高等学校省级质量工程项目 2022jyxm1004

蚌埠医学院2021年校级质量工程项目 2021fyjyxm24

详细信息

通讯作者:
荣道香，E-mail：1428202112@qq.com

中图分类号: R192.6 R473.72
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- 文章访问数: 221
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- 被引次数: 0
出版历程
- 收稿日期: 2023-09-11
- 网络出版日期: 2024-07-20

Application of Mini-CEX and DOPS scales for formative evaluation in pediatric practice nurses

Department of Pediatrics, the First Affiliated Hospital of Bengbu Medical University, Bengbu, Anhui 233004, China

摘要

摘要: 目的探讨形成性评价量表迷你临床演练量表(Mini-CEX)和操作技能直接观察评估(DOPS)在儿科实习护士教学评估中的应用效果，为提高实习护士教学质量提供量化评估方式。方法选择2021年12月—2022年12月在蚌埠医科大学第一附属医院儿科实习的临床护理专业学生60名，使用随机抽签法分为对照组(30人)和观察组(30人)。在儿科实习4周，对照组予以常规教学模式，进行测试1次，观察组入科测评后带教教师进行沟通反馈，教学后再次进行测评。比较2组实习护士测评情况。结果完成实习教学后，对照组Mini-CEX量表测评合格人数为18人、观察组为25人，2组比较差异有统计学意义(P＜0.05)；2组反馈用时分别为(9.37±1.59)min和(7.63±1.33)min，观察组低于对照组(P＜0.001)。观察组各项Mini-CEX评分均高于对照组(P＜0.05)。对照组DOPS量表测评合格人数为18人、观察组为26人，2组比较差异有统计学意义(P＜0.05)；2组反馈用时分别为(8.83±1.76)min和(7.33±1.32)min，观察组低于对照组(P＜0.001)。DOPS量表10项评分除明确操作目的及注意事项、人文关怀、整体表现3项外，观察组其余7项评分均高于对照组(P＜0.05)。DOPS评分除明确操作目的及注意事项1项外，其余9项评分均明显优于入科时(P＜0.05)。结论通过Mini-CEX和DOPS量表的形成性评价测评，实习护士的专业知识和临床技能以及专业素养等综合水平得到显著提升，值得临床推广。
- 迷你临床演练量表 /
- 操作技能直接观察评估 /
- 形成性评价 /
- 儿科护理
Abstract: Objective To explore the application effects of formative evaluation for mini-clinical evaluation exercise (Mini-CEX) and direct observation of procedural skills (DOPS) in the teaching evaluation of pediatric practice nurses, in order to provide a quantitative evaluation method for improving the teaching quality of practice nurses. Methods A total of 60 clinical nursing students from the pediatrics department of the First Affiliated Hospital of Bengbu Medical University participated in this study from December 2021 to December 2022. They were randomly divided into the control group (n=30) and the observation group (n=30). During a 4-week internship in pediatrics, the control group was given the conventional teaching mode and the formative scale was tested once before graduation, while the observation group was given two formative assessments within one week of admission and at the end of the third week. Results After the practice teaching, the number of qualified people evaluated by Mini-CEX scale was 18 in the control group, and 25 in the observation group. The disparity between the two groups was found to be statistically significant (P<0.05). The feedback time of the control groups was (9.37±1.59) minutes, while the observation group was shorter [(7.63±1.33) minutes], with significant difference (P<0.001). The Mini-CEX scores of the observation group were higher than those of the control group (P<0.05). For the DOPS scale evaluation, 18 individuals in the control group and 26 in the observation group were qualified, and the difference between the two groups was statistically significant (P<0.05). The feedback time of the control groups was (8.83±1.76) minutes, while the observation group had a shorter feedback time of (7.33±1.32) minutes, with statistically significant (P<0.001). Except for 3 items of clarifying operation purpose and precautions, humanistic care, and overall performance, the remaining 7 scores of the DOPS scale in the observation group were higher than those in the control group (P<0.05). Except for 1 item of clarifying operation purpose and precautions, the other 9 scores of DOPS were significantly better than those at admission (P<0.05). Conclusion The formative evaluation of Mini-CEX and DOPS scales has demonstrated a significant enhancement in the professional knowledge, clinical skills, and professional accomplishment of practice nurses, indicating their readiness for clinical promotion.
- Mini-clinical evaluation exercise /
- Direct observation of procedural skills /
- Formative evaluation /
- Pediatric nursing

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表 1 2组实习护士Mini-CEX量表评分比较(x±s，分)

Table 1. Comparison of Mini-CEX ratings between two groups of intern nurses

组别	人数	护理问诊	护理查体	人文关怀	知情告知	健康咨询	组织协调	总体评价
对照组	30	5.53±1.22	5.70±0.92	5.33±0.99	6.13±0.90	5.57±0.86	6.50±0.82	6.47±1.31
观察组	30	6.63±0.89	6.93±0.91	6.30±1.06	7.17±0.87	6.63±0.90	7.37±0.89	7.40±0.77
t值		3.247	5.242	3.652	4.512	4.836	3.923	3.372
P值		0.002	＜0.001	0.001	＜0.001	＜0.001	＜0.001	0.001

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表 2 2组实习护士DOPS量表的比较(x±s，分)

Table 2. Comparison of DOPS scores between two groups of intern nurses (x±s, points)

组别	人数	明确操作目的及注意事项	了解操作并发症及处理	医嘱核对正确	用物准备充分	操作方法及程序正确	技能熟悉程度	无菌操作技术	沟通技巧	人文关怀	整体表现
对照组	30	3.47±0.90	3.47±0.73	3.57±0.68	3.43±0.68	3.43±0.68	3.37±0.56	3.33±0.71	3.33±0.80	3.67±0.71	4.10±0.61
观察组	30	3.70±0.75	3.87±0.73	4.17±0.64	3.93±0.64	4.23±0.73	3.90±0.76	4.07±0.74	3.70±0.06	4.00±0.64	4.20±0.55
t值		1.091	2.121	3.502	2.936	4.402	3.105	3.914	2.009	1.904	0.668
P值		0.280	0.038	0.001	＜0.001	＜0.001	0.003	＜0.001	0.049	0.062	0.507

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表 3 观察组实习护士不同时间Mini-CEX量表评分比较(x±s，分)

Table 3. Comparison of Mini-CEX scale scores for intern nurses in the observation group at different times (x±s, points)

时间	人数	护理问诊	护理查体	人文关怀	知情告知	健康咨询	组织协调	总体评价
第1周末	30	4.12±1.34	3.87±1.20	3.67±0.96	3.73±1.11	3.47±0.97	3.73±1.01	4.27±1.17
第3周末	30	6.63±0.89	6.93±0.91	6.30±1.06	7.17±0.87	6.63±0.90	7.37±0.89	7.40±0.77
t值		11.159	15.104	8.618	13.654	12.545	13.458	13.143
P值		＜0.001	＜0.001	＜0.001	＜0.001	＜0.001	＜0.001	＜0.001

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表 4 观察组实习护士不同时间DOPS量表评分比较(x±s，分)

Table 4. Comparison of DOPS scale scores for intern nurses in the observation group at different times (x±s, points)

时间	人数	明确操作目的及注意事项	了解操作并发症及处理	医嘱核对正确	用物准备充分	操作方法及程序正确	技能熟悉程度	无菌操作技术	沟通技巧	人文关怀	整体表现
第1周末	30	3.03±0.78	2.87±0.68	3.23±0.90	3.50±0.86	3.10±0.84	2.87±1.04	2.97±0.72	2.97±0.72	3.37±0.76	3.83±0.75
第3周末	30	3.70±0.75	3.87±0.73	4.17±0.64	3.93±0.64	4.23±0.73	3.90±0.76	4.07±0.74	3.70±0.06	4.00±0.64	4.20±0.55
t值		1.717	5.124	4.419	5.959	4.069	5.385	3.440	3.357	2.083	5.663
P值		0.097	＜0.001	＜0.001	＜0.001	＜0.001	＜0.001	0.002	0.002	0.046	＜0.001

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