【摘要】 目的 探讨三位一体专业融合的教学模式在实习护生教学课程建设中的应用效果。方法 选取2022年1—7月广州南方学院、广州新华学院、广州医科大学、嘉应学院、中山大学5所学校临床实习的护生共50名为对照组，选取2022年8—12月相同学校临床实习的护生临床实习的护生50名作为观察组。对照组采用传统的手术室教学实习模式，观察组采用三位一体专业融合的教学模式。培训前，分析观察组护生的三位一体教学课程建设需求度为≥98%；培训后对比2组教学方法在实习结束后对手术室、麻醉复苏室（postanesthesia care unit,PACU）以及消毒供应中心（central sterile supply department,CSSD）的课程掌握程度和满意度。结果 培训后，除手术室课程中环境、设施、布局、职责分工1项外，观察组护生对手术室、PACU和CSSD课程的掌握度均高于对照组，差异均有统计学意义（P <0.05）。观察组护生满意度（98%）高于对照组（56%），差异有统计学意义（P <0.05）。结论 三位一体专业融合的教学模式打破传统3个专业独自为政的局限性，在本科护生教学课程建设中促进3个学科的发展，利于沟通，营造和谐的工作氛围，提升护理学生在临床思维、与患者沟通、应对紧急情况、操作技能、团队合作方面等临床实践中的综合能力，对于培养其综合素质及提升教师整体教学水平具有积极作用。更多还原

【Abstract】 Objective To explore the application effect of the trinity professional integration teaching model in the teaching course construction of practice nursing students.Methods A total of 50 nursing students from Guangzhou Nanfang College, Guangzhou Xinhua College, Guangzhou Medical University, Jiaying College and Sun Yat-sen University from January to July 2022 were selected as the control group, and 50 nursing students from the same schools from August to December 2022 were selected as the observation group. The control group was taught with the traditional operating room teaching practice mode,and the observation group was taught with the trinity specialty integration teaching mode. Before training, the demand degree of trinity teaching course construction of nursing students in the analysis and observation group was ≥ 98%. After the training, the teaching methods of the two groups were compared and their mastery of the curriculum and satisfaction for operating rooms,postanesthesia care unit(PACU) and central sterile supply department(CSSD) after the end of the practice. Results After the training, except for the environment, facilities,layout and division of responsibilities in the operating room course, nursing students in the observation group had higher mastery of the operating room, PACU and CSSD courses than those in the control group, with statistical significances(P<0.05). The satisfaction of nursing students in observation group(98%) was higher than that in control group(56%), and the difference was statistically significant(P<0.05). Conclusion The trinity specialty integration teaching mode breaks the limitation of the traditional three majors being independent,promotes the development of the three disciplines in the construction of undergraduate nursing students’ teaching courses, facilitates communication, creates a harmonious working atmosphere, and improves nursing students’ comprehensive ability in clinical practice such as clinical thinking, communication with patients, response to emergencies, operational skills, and teamwork. It plays a positive role in cultivating their comprehensive quality and improving the overall teaching level of teachers.更多还原