迷你临床演练(Mini-cex)评估量表在普外科的临床运用

目的　探讨分析基于迷你临床演练评估量表（mini-clinical evaluation exercise，Mini-CEX）的临床教学在普外科的应用效果。方法　选择2016年6月到2018年6月在普外科实习的护生共82名，其中2016年实习的本科生41名为对照组，2017年实习的本科生41名为干预组，对照组护生采用传统实习带教，实验组护生采用基于Mini-CEX构建的临床教学进行带教，比较分析两组护生实习出科考核成绩、Mini-CEX得分、临床护理带教质量评估表得分，采用SPSS 23.0进行卡方检验和t检验。结果　实验组护生出科考核成绩（96.56±4.23）分]明显高于对照组（90.42±5.12）分]；Mini-CEX总得分，实验组（5.22±0.45）分]高于对照组（4.01±1.03）分]，实验组护生优秀率高于对照组，差异具有统计学意义（P<0.05）；临床护理带教质量评估表，实验组（98.34±6.12）分]高于对照组（92.45±5.16）分]。结论　基于Mini-CEX的临床教学能够提高普外科带教质量，提高教师临床带教技能，进而提升护生的临床技能和综合素质。

Clinical application of mini clinical training (Mini-cex) assessment scale in Department of general surgeryXie Dong-mei,Sheng Jiu-ling,Chen Yu-yan

Objective: To explore the application effect of clinical teaching model based on mini clinical practice assessment scale in Department of general surgery, and to provide reference and basis for improving clinical teaching quality of Department of general surgery. Methods: a total of 82 nursing students were enrolled in the Department of general surgery from June 2016 to June 2018, 41 of the undergraduates in 2016 were the control group, and 41 of the undergraduate students in 2017 were the intervention group. The control group adopted the traditional practice teaching method. The nursing students in the intervention group adopted the clinical teaching model based on the mini clinical practice assessment scale. The results of the two groups of nursing students were compared and analyzed, and the scores of the mini clinical practice (Mini-cex) assessment scale and the score of clinical nursing quality assessment table were compared and analyzed in the Department of general surgery. Results: the results of the intervention group were significantly higher than those in the control group (96.56 + 4.23), and the mini clinical practice (Mini-cex) assessment scale was significantly higher than the control group (4.01 + 1.03) in the intervention group (5.22 + 0.45), and the nursing students in the intervention group were higher than the control group (P<0.05); the difference was statistically significant (P<0.05). The intervention group (98.34 + 6.12) was higher than that of the control group (92.45 + 5.16). Conclusion: the clinical teaching model based on the mini clinical practice assessment scale can improve the quality of teaching in the Department of general surgery, improve the clinical teaching skills, and then improve the clinical skills and comprehensive quality of the nursing students.