The Journal of craniofacial surgery · 2025
Effectiveness of an Integrated MDT-CBL Educational Approach for Chinese Craniofacial Nurses.
СтатьяРандомизированное исследованиеПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод в очереди
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Qian Fuwen, Xu Haisong, Zhu Yonggan
Аннотация
OBJECTIVE: To evaluate the effectiveness of a multidisciplinary team (MDT) combined with case-based learning (CBL) teaching model in cultivating craniofacial (CMF) specialty competency among operating room nurses in China.
METHODS: Forty-six nurses undergoing standardized training in the operating room of Shanghai Ninth People's Hospital (January 2022-December 2023) were randomly assigned to a control group (n=23) receiving traditional lecture-based learning (LBL) and an observation group (n=23) receiving the MDT-CBL model. Post-training theoretical knowledge, clinical operation skills, teaching effectiveness, and satisfaction were compared using assessments and questionnaires.
RESULTS: The observation group scored significantly higher than the control group in theoretical knowledge (43.96±3.86 versus 36.61±4.95, P <0.05) and clinical skills (44.57±3.36 versus 34.00±5.42, P <0.05). The observation group also showed significantly higher recognition rates (all P <0.05) in 6 teaching effectiveness domains: stimulating interest (86.96% versus 47.83%), enhancing self-learning (86.96% versus 34.78%), theoretical comprehension (95.65% versus 47.83%), clinical analysis (86.96% versus 47.83%), integrating theory with practice (86.96% versus 34.78%), and teamwork (95.65% versus 34.78%). Trainee satisfaction rate (4.3 versus 3.2) and surgeon satisfaction with intraoperative assistance (4.1 versus 2.8) were significantly higher in the observation group (both P <0.05).
CONCLUSIONS: The MDT-CBL teaching model effectively enhances CMF specialty nursing competency, teaching outcomes, and satisfaction among operating room nurses in China.
METHODS: Forty-six nurses undergoing standardized training in the operating room of Shanghai Ninth People's Hospital (January 2022-December 2023) were randomly assigned to a control group (n=23) receiving traditional lecture-based learning (LBL) and an observation group (n=23) receiving the MDT-CBL model. Post-training theoretical knowledge, clinical operation skills, teaching effectiveness, and satisfaction were compared using assessments and questionnaires.
RESULTS: The observation group scored significantly higher than the control group in theoretical knowledge (43.96±3.86 versus 36.61±4.95, P <0.05) and clinical skills (44.57±3.36 versus 34.00±5.42, P <0.05). The observation group also showed significantly higher recognition rates (all P <0.05) in 6 teaching effectiveness domains: stimulating interest (86.96% versus 47.83%), enhancing self-learning (86.96% versus 34.78%), theoretical comprehension (95.65% versus 47.83%), clinical analysis (86.96% versus 47.83%), integrating theory with practice (86.96% versus 34.78%), and teamwork (95.65% versus 34.78%). Trainee satisfaction rate (4.3 versus 3.2) and surgeon satisfaction with intraoperative assistance (4.1 versus 2.8) were significantly higher in the observation group (both P <0.05).
CONCLUSIONS: The MDT-CBL teaching model effectively enhances CMF specialty nursing competency, teaching outcomes, and satisfaction among operating room nurses in China.