Research on the application effect of nursing teaching method based on escape room in the competency training of junior nurses in operating rooms
基于密室逃脱的护理教学法在手术室低年资护士岗位胜任力培训中的应用效果研究

摘要

目的 探讨基于密室逃脱的护理教学法在手术室低年资护士岗位胜任力培训中的应用效果研究。方法 选取2023年1月至12月本院手术室参与常规教学培训活动的30名低年资护士，设为对照组；然后选取2024年1月至12月本院手术室参与基于密室逃脱的护理教学法的30名低年资护士，设为观察组。对比两组低年资护士轮入耳鼻喉亚专科护理岗后的岗位胜任力，评价指标包括对耳鼻喉专科器械的熟悉认识度（理论考核成绩）、手术配合效率（医生下达指令-护士准确递出相应手术器械的时间、突发情况下护士传递手术器械时间、突发情况下护士手术器械选择正确率）、耳鼻喉专科器械损耗率（术中遗落丢失、术后整理遗漏、器械损坏）。结果 观察组低年资护士的耳鼻喉专科器械知识相关理论考核成绩高于对照组，术中医生下达指令-护士准确递出相应手术器械的时间、突发情况下护士传递手术器械时间观察组比对照组更短，观察组比对照组在突发情况下的手术器械传递准确率更高，且专科器械损耗率更低（P＜0.05）。结论 对手术室低年资护士的岗位胜任力培训活动中采用基于密室逃脱的护理教学方式能提高低年资护士对手术专科器械的熟悉度、手术配合效率，并降低专科器械损耗率，有效提高了低年资护士轮入亚专科后的岗位胜任力，也提高了手术室教学培训的教学质量。

Abstract

Objective To explore the application effects of a nursing teaching method based on escape room scenarios in the competency training for junior nurses in the operating room.
Methods Thirty junior nurses participating in routine teaching and training activities in the operating room of our hospital from January to December 2023 were selected as the control group; then, thirty junior nurses participating in the nursing teaching method based on escape room scenarios in the operating room from January to December 2024 were selected as the observation group. The competency of these two groups of junior nurses after rotating to the otolaryngology subspecialty nursing position was compared. Evaluation indicators included familiarity with otolaryngological instruments (theoretical assessment scores), efficiency of surgical cooperation (time from when the doctor issues a command to when the nurse accurately delivers the corresponding surgical instrument, time for nurses to deliver surgical instruments during emergencies, and accuracy rate of nurses selecting surgical instruments during emergencies), and instrument loss rate (loss or missing during surgery, omissions during postoperative organization, and damage to instruments).
Results The theoretical assessment scores related to otolaryngological instrument knowledge of the junior nurses in the observation group were higher than those in the control group. In terms of the time it takes for nurses to accurately deliver corresponding surgical instruments when doctors issue commands during surgery and the time for nurses to deliver surgical instruments during emergencies, the observation group had shorter times compared to the control group. Additionally, the observation group had a higher accuracy rate of delivering surgical instruments during emergencies and a lower instrument loss rate compared to the control group (P＜0.05).
Conclusion   The adoption of a nursing teaching method based on escape room activities in the competency training program for junior nurses in the operating room can enhance their familiarity with specialized surgical instruments, improve surgical cooperation efficiency, and reduce instrument wear rates. This effectively boosts the job competence of junior nurses after they rotate into subspecialties, and also improves the quality of teaching and training in the operating room.