Effectiveness of an Integrated MDT-CBL Educational Approach for Chinese Craniofacial Nurses.

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.