探讨以Roy适应理论为指导编写的预检分诊-单项技能-团队配合的三站式模拟案例库在急诊护生临床实践教学中的应用效果。

选取2022年1月至12月在嘉兴市第一医院急诊科实习的72名护生，按照模拟案例库建立前后分为对照组(36名)和观察组(36名)，对照组应用理论教授和单项技能培训等常规教学方式，观察组应用分站式模拟案例库进行教学培训，比较两组学生教学前、后的理论及操作成绩、教学后的综合能力及教学满意度。

教学结束后，两组护生的理论和操作成绩均明显提高，且观察组高于对照组〔教学后理论成绩(分)：90.75±4.05比84.86±5.25，操作成绩(分)：94.58±3.42比89.92±5.17〕(P<0.05)；观察组护生的综合能力包括急救实践能力、病情观察能力、自主学习能力、沟通协作能力、应急处置能力、临床思维能力均高于对照组(P<0.05)；观察组护生对教学的整体满意度评分也高于对照组，差异有统计学意义(P<0.05)。

以Roy适应理论为指导，以真实世界急诊就诊路线为依据，建立预检分诊-单项技能-团队配合的三站式场景模拟教学，有效提升急诊护生的理论成绩、操作技能水平和临床实践能力，深受广大护生喜欢。

To explore the application effect of the three-stop simulation case library of pre-examination triage skill-team cooperation in the clinical practice teaching of emergency nursing students under the guidance of Roy’s adaptation theory.

Seventy-two nursing students who practiced in the emergency department of our hospital from January to December 2022 were selected. According to the establishment of the simulation case library, they were divided into the control group (36) and the observation group (36). The control group applied theory professors and individual skills training and other conventional teaching methods. The observation group applied the sub-station simulation case library for teaching and training. Compared the theoretical and operational results of the two groups of students before and after teaching, the comprehensive ability and teaching satisfaction were evaluated after teaching.

After the teaching, the theoretical and operational results of the two groups of nursing students were significantly improved, and the observation group was higher than that of the control group〔the theoretical results: 90.75±4.05 vs. 84.86±5.25; theoperationalresults: 94.58±3.42 vs. 89.92±5.17〕(P<0.05). The comprehensive ability of the nursing students in the observation group included first aid practice ability, condition observation ability, independent learning ability, communication and cooperation ability, emergency response ability, and clinical thinking ability. The overall satisfaction score of the nursing students in the observation group was also higher than that of the control group, and the difference was statistically significant (P<0.05).

Guided by Roy’s adaptation theory and based on the real-world emergency route, a three-stop scenario simulation teaching of pre-examination triage-single skills-team cooperation is established to effectively improve the theoretical performance, operational skill level and clinical practice ability of emergency nursing students, which is well accepted by the majority of nursing students.