AIGC融合INACSL的护理综合实训教学创新实践与成效

Innovative Practice and Effectiveness of AIGC-Integrated INACSL-Based Comprehensive Nursing Skills Training Teaching

摘要: 目的：评估将AIGC与INACSL标准融合的情景模拟教学运用于护理综合实训课的实际成效。方法：采用类实验设计。以整群便利抽样方式选取某大学2023级二年级两个自然班，各50名护生；一班设为实验组，采用AIGC + INACSL情景模拟教学；另一班继续沿用传统实训模式作为对照。两组均由相同师资、在同一学期完成40学时护理综合实训课程。干预后，统一采用考核技能操作及闭卷理论测试，理论知识测试成绩实验组(80.68 ± 8.04)分，对照组(70.77 ± 10.10)分(P < 0.05)。操作技能成绩实验组(86.71 ± 4.82)分，对照组(84.05 ± 4.71)分(P < 0.05)。结论：AIGC + INACSL情景模拟教学能显著提升护生的技能操作水平、理论知识掌握度，且学生满意度高、推广意愿强。该模式具备科学性与可行性，可作为护理综合实训课程的可行且独立的教学方法，但仍需在案例库丰富度、技术稳定性和师资培训方面持续优化。

Abstract: Objective: To evaluate the practical effectiveness of integrating AIGC with INACSL standards in scenario-based simulation teaching applied to comprehensive nursing skills training courses. Methods: A quasi-experimental design was employed. Two natural classes of second-year nursing students from a university in 2023 were selected through cluster convenient sampling, with 50 students each; one class was assigned to the experimental group using AIGC + INACSL scenario simulation teaching, while the other class continued with the traditional training model as the control group. Both groups completed 40 hours of comprehensive nursing skills training with the same instructors during the same semester. After the intervention, unified assessment of practical skills and closed-book theoretical tests were conducted. The theoretical knowledge test scores were (80.68 ± 8.04) for the experimental group and (70.77 ± 10.10) for the control group (P < 0.05). Practical skills scores were (86.71 ± 4.82) for the experimental group and (84.05 ± 4.71) for the control group (P < 0.05). Conclusion: AIGC + INACSL scenario simulation teaching can significantly improve nursing students’ practical skills proficiency and theoretical knowledge mastery, with high student satisfaction and strong willingness to promote the method. This model demonstrates scientific rigor and feasibility, and can serve as a viable and independent teaching method for comprehensive nursing skills training courses, although continuous optimization is needed in case library richness, technical stability, and faculty training.