Practical considerations on integrating case-based teaching methodology with scenario-based simulations in secondary vocational nursing education
案例教学法融合情景演练在中职护理教学中的实践思考

摘要

目的 分析案例教学法融合情景演练在中职护理教学中的实践价值。方法 以2025年9月-2026年3月为实验时间，以本校全日制中职护理专业二年级学生92名为实验对象，根据班级不同分2组，分为对照组（5班，含43名），观察组（3班，含49名），对照组按照传统讲授式教学，观察组予以案例教学法融合情景演练教学。结果 教学后观察组理论考核成绩、操作技能考核成绩高于对照组（P<0.05）。观察组教学之后的评判性思维能力分值均高于对照组（P<0.05）。评估观察组教学满意度，高于对照组（P<0.05）。结论 案例教学法融合情景演练教学模式可有效提升中职护理学生的理论知识水平与临床操作技能，促进评判性思维能力培养，提高教学满意度。

Abstract

Objective To analyze the practical value of integrating case-based teaching methodology with scenario-based simulations into secondary vocational nursing education.
Methods The study was conducted from September 2025 to March 2026. A total of 92 second-year full-time secondary vocational nursing students from our institution were enrolled as the study subjects and divided into two groups based on their classes: the control group (Class 5, n = 43) and the observation group (Class 3, n = 49). The control group received traditional lecture-based instruction, while the observation group was taught using a case-based teaching approach combined with scenario-based simulations.
Results After the intervention, the observation group scored higher than the control group in both the theoretical assessment and the practical skill assessment (P <0.05). The observation group also scored higher than the control group in terms of critical thinking ability post-intervention (P <0.05). Additionally, the teaching satisfaction rate among the observation group was higher than that of the control group (P <0.05).
Conclusion   The teaching model integrating case-based teaching with scenario-based simulations can effectively enhance the theoretical knowledge and clinical practical skills of secondary vocational nursing students, foster the development of critical thinking abilities, and improve teaching satisfaction.