基于Mini-CEX的护理本科实习生临床技能培训与评估体系构建

Construction of a Clinical Skills Training and Assessment System for Undergraduate Nursing Interns Based on Mini-CEX

摘要: 目的：构建基于Mini-CEX的护理本科实习生临床技能培训与评估体系，为护理临床实践教学改革和实习质量评价提供参考。方法：以形成性评价理论、岗位胜任力导向教育理念及Mini-CEX评价工具的核心内涵为依据，结合护理本科实习生临床技能培养要求，从培训目标、培训内容、评价指标、实施流程、反馈机制和质量保障等方面构建体系。结果：初步形成了以“目标导向、真实情境、直接观察、即时反馈、持续改进”为核心特征的护理本科实习生Mini-CEX临床技能培训与评估体系。该体系涵盖临床护理技能、护理评估与临床思维、沟通能力、人文关怀、健康教育、职业素养、患者安全与综合表现等评价维度，并建立了“培训准备–现场观察–量化评价–即时反馈–整改追踪–周期复评”的闭环运行流程。结论：基于Mini-CEX构建护理本科实习生临床技能培训与评估体系，有助于提高临床教学评价的规范性、过程性和反馈性，可为护理实习教学改革提供实践路径。该体系的信度、效度及教学效果尚需在后续实证研究中进一步验证。

Abstract: Objective: To construct a Mini-CEX-based clinical skills training and assessment system for nursing undergraduate interns, providing a reference for the reform of nursing clinical practice teaching and the evaluation of internship quality. Methods: Grounded in formative assessment theory, the competency-based education philosophy, and the core principles of the Mini-CEX evaluation tool, and aligned with the clinical skills training requirements for nursing undergraduate interns, the system was constructed across the following domains: training objectives, training content, assessment indicators, implementation procedures, feedback mechanisms, and quality assurance. Results: A Mini-CEX clinical skills training and assessment system for nursing undergraduate interns was preliminarily developed, characterized by the core features of “goal orientation, authentic context, direct observation, immediate feedback, and continuous improvement”. The system encompasses assessment dimensions including clinical nursing skills, nursing assessment and clinical reasoning, communication skills, humanistic care, health education, professional competence, patient safety, and overall performance. A closed-loop operational workflow was established: “training preparation, on-site observation, quantitative evaluation, immediate feedback, rectification tracking, periodic reassessment”. Conclusion: The Mini-CEX-based clinical skills training and assessment system for nursing undergraduate interns contributes to enhancing the standardization, process orientation, and feedback quality of clinical teaching evaluation, and may provide a practical pathway for nursing internship teaching reform. The reliability, validity, and educational effectiveness of this system require further validation in subsequent empirical studies.