情景模拟教学在心肺复苏技能培训中的应用效果研究

Investigation into the Efficacy of Scenario-Based Simulation Training in Cardiopulmonary Resuscitation Skill Development

摘要: 目的：探讨情景模拟教学法在提升心肺复苏(CPR)技能培训效果方面的应用价值。方法：选取2024年9月至2025年6月于本中心参加急救技能培训的88名学员为研究对象，采用随机数字表法分为实验组(n = 44)和对照组(n = 44)。实验组采用情景模拟教学法，对照组采用传统教学法。培训结束后，比较两组学员在物品准备、CPR启动时机识别、CPR质量、室颤识别与除颤、开放气道与通气、复苏后处置及总分上的考核成绩。结果：试验组学员的总分(89.3 ± 1.5分)显著高于对照组(81.7 ± 2.5分)，差异具有统计学意义(t = 17.2, P < 0.001)。在各分项考核中，试验组在CPR启动时机识别(20.9 ± 0.8分vs 19.4 ± 1.3分)、CPR质量(22.9 ± 0.9分vs 21.3 ± 1.2分)及室颤心电图的识别及除颤规范性(15.9 ± 0.7分vs 12.7 ± 1.2分)三个核心技能维度的得分均显著高于对照组(均P < 0.001)。在物品准备、开放气道与通气、复苏后处置三个基础操作维度，两组得分无显著差异(P > 0.05)。教学满意度调查显示，试验组在提高学习兴趣、感受急救氛围、提升应急思维能力及强化团队协作能力等方面的满意度显著高于对照组(均P < 0.0001)结论：情景模拟教学能够显著提升学员的心肺复苏综合技能水平，尤其在关键的临床决策、团队协作与动态操作技能方面效果突出，是一种高效且值得推广的急救技能教学方法。

Abstract: Objective: To investigate the application value of scenario-based simulation teaching methodology in enhancing the training outcomes of cardiopulmonary resuscitation (CPR) skills. Methods: A total of 88 trainees who participated in emergency skill training at our center between September 2024 and June 2025 were selected as study subjects. They were randomly divided into an experimental group (n = 44) and a control group (n = 44) using a random number table. The experimental group received scenario-based simulation teaching, while the control group was taught using traditional methods. Upon completion of the training, the assessment scores of the two groups were compared across several dimensions: material preparation, identification of CPR initiation timing, CPR quality, ventricular fibrillation recognition and defibrillation, airway management and ventilation, post-resuscitation management, and overall scores. Results: The total score of the experimental group (89.3 ± 1.5 points) was significantly higher than that of the control group (81.7 ± 2.5 points), with a statistically significant difference (t = 17.2, P < 0.001). In the subcategory assessments, the experimental group demonstrated significantly higher scores than the control group in three core skill dimensions: identification of CPR initiation timing (20.9 ± 0.8 vs 19.4 ± 1.3 points), CPR quality (22.9 ± 0.9 vs 21.3 ± 1.2 points), and ventricular fibrillation recognition and standardized defibrillation (15.9 ± 0.7 vs 12.7 ± 1.2 points) (all P < 0.001). No significant differences were observed between the two groups in the basic operational dimensions of material preparation, airway management and ventilation, and post-resuscitation management (P > 0.05). The teaching satisfaction survey indicated that the experimental group reported significantly higher satisfaction than the control group in areas such as enhanced learning interest, immersive emergency environment experience, improved emergency decision-making ability, and strengthened teamwork skills (all P < 0.0001). Conclusion: Scenario-based simulation teaching significantly improves trainees’ comprehensive CPR skills, particularly in key clinical decision-making, teamwork, and dynamic operational competencies, making it an effective and highly recommended approach for emergency skill training.