PDF(Pubmed)
Abstract：
BACKGROUND: The accurate diagnosis and effective management of arrhythmias are crucial, with nurses playing a key role in the early detection and treatment, significantly impacting patient outcomes. Improving education on arrhythmias among nurses, especially in critical care and perioperative settings, can enhance patient safety and the quality of care.
METHODS: A total of 116 trainee nurses were randomly divided into two groups: one utilizing the conceive-design-implement-operate (CDIO) model and the other employing a traditional lecture-based learning (LBL) method, to undergo arrhythmia training. The studyassessed the effects of the two teaching methods and investigated the students\' attitudes toward these educational practices, with all participants completing pre- and post-course tests.
RESULTS: The CDIO model significantly enhances nursing students\' arrhythmia proficiency, yielding higher test scores and sustained improvement after 24-week compared to the traditional LBL method, alongside markedly better self-learning enthusiasm, understanding, satisfaction with the teaching approach and effectiveness, and interest in learning arrhythmia. The CDIO model in nursing arrhythmia courses boosts theoretical knowledge and application, showing potential in clinical skill enhancement.
CONCLUSIONS: Our study introduces the CDIO model in nursing arrhythmia courses, with improvement in knowledge and skills, and promise for broader application.
METHODS: A total of 116 trainee nurses were randomly divided into two groups: one utilizing the conceive-design-implement-operate (CDIO) model and the other employing a traditional lecture-based learning (LBL) method, to undergo arrhythmia training. The studyassessed the effects of the two teaching methods and investigated the students\' attitudes toward these educational practices, with all participants completing pre- and post-course tests.
RESULTS: The CDIO model significantly enhances nursing students\' arrhythmia proficiency, yielding higher test scores and sustained improvement after 24-week compared to the traditional LBL method, alongside markedly better self-learning enthusiasm, understanding, satisfaction with the teaching approach and effectiveness, and interest in learning arrhythmia. The CDIO model in nursing arrhythmia courses boosts theoretical knowledge and application, showing potential in clinical skill enhancement.
CONCLUSIONS: Our study introduces the CDIO model in nursing arrhythmia courses, with improvement in knowledge and skills, and promise for broader application.
摘要：
背景：心律失常的准确诊断和有效管理至关重要，护士在早期发现和治疗中起着关键作用，显著影响患者预后。加强护士对心律失常的教育，特别是在重症监护和围手术期，可以提高患者的安全和护理质量。
方法：将116名实习护士随机分为两组：一组采用构思-设计-实施-操作（CDIO）模型，另一组采用传统的基于讲座的学习（LBL）方法，接受心律失常训练.该研究评估了两种教学方法的效果，并调查了学生对这些教育实践的态度，所有参与者完成课程前和课程后测试。
结果：CDIO模式能显著提高护生的心律失常能力，与传统的LBL方法相比，24周后获得更高的考试成绩和持续的改善，除了明显更好的自我学习热情，理解,对教学方法和有效性的满意度，和学习心律失常的兴趣。CDIO模式在护理心律失常课程中的应用提高了理论知识和应用，显示出临床技能增强的潜力。
结论：我们的研究在护理心律失常课程中引入了CDIO模式，随着知识和技能的提高，并承诺更广泛的应用。
方法：将116名实习护士随机分为两组：一组采用构思-设计-实施-操作（CDIO）模型，另一组采用传统的基于讲座的学习（LBL）方法，接受心律失常训练.该研究评估了两种教学方法的效果，并调查了学生对这些教育实践的态度，所有参与者完成课程前和课程后测试。
结果：CDIO模式能显著提高护生的心律失常能力，与传统的LBL方法相比，24周后获得更高的考试成绩和持续的改善，除了明显更好的自我学习热情，理解,对教学方法和有效性的满意度，和学习心律失常的兴趣。CDIO模式在护理心律失常课程中的应用提高了理论知识和应用，显示出临床技能增强的潜力。
结论：我们的研究在护理心律失常课程中引入了CDIO模式，随着知识和技能的提高，并承诺更广泛的应用。
