“6W”理论联合情景模拟教学应用于心血管专科疾病临床教学的效果评价

目的：探讨临床教学中应用6W（what、where、when、who、why、how）理论联合情景模拟教学对于心血管专科操作并发症诊断和处理的效果。方法：将58名学生随机分为2组,每组29人,分别实施6W理论联合情景模拟教学法和传统教学法带教,教学完成时及3个月后对2组学生进行成绩考核,评估对不同专科操作并发症的诊断与处理能力,以比较2种教学方法的效果。结果：6W联合情景模拟教学组教学结束后理论考核成绩为（90.2±2.1）分,高于传统授课组（82.3±2.3）分;操作技能考核成绩为（98.2±4.2 ）分,高于传统授课组（92.6±3.3）分,2组间的考核成绩差异均有统计学意义（P<0.05）。3个月后对2组对象再次测试,6W联合模拟教学组理论考核成绩为（84.4±3.2）分,高于传统授课组（74.1±2.3）分;操作技能考核成绩为（95.5±3.2 ）分,高于传统授课组（88.6±5.4）分,2组间的考核成绩差异均有统计学意义（P<0.05）。结论：通过6W理论联合情景模拟教学对心血管专科新职工进行带教,可有效提升其对心血管专科操作并发症的诊断及实际处理能力,近期和远期教学效果均好于传统教学组。

Application of 6 W theory combined with scenario-based teaching in clinical education of cardiovascular diseases

Objective: To evaluate the application of 6 W (what, where, when, who, why and how) theory combined with scenario-based teaching on diagnosis and treatment of procedure-associated complications of cardiovascular diseases. Methods: A total of 58 newly-recruited (about two years) nurses were divided randomly into two groups with 29 students of each group: study group and control group. Students in the study group were trained by 6 W theory combined with scenario-based teaching and those in control group received traditional teaching. The capability of students for diagnosing and treating procedure-associated complications was assessed at the end of teaching and 3 months afterwards, and the differen-ces between the 2 groups were compared. Results: The scores for acquisition and assimilation of cognitive knowledge were significantly higher in the study group than those of the control group (90.2±2.1 vs. 82.3±2.3, P<0.05), and so was the assessment of operating skills (98.2±4.2 vs. 92.6±3.3, P<0.05) at the end of teaching. Moreover, three months after the end of teaching, scores of theoretical examination and practical performance were also remarkably higher in the study group than in control group（84.4±3.2 vs. 74.1±2.3, P<0.05; 95.5±3.2 vs. 88.6±5.4, P<0.05). Conclusions: The teaching program based on 6 W theory combined with scenario-based training is proved to be more effective than the traditional method for the acquisition of cognitive diagnostic knowledge as well as the practical performance both in short and long term.