Mini-CEX和DOPS量表的形成性评价在儿科实习护士中的应用

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

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。

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.