【摘要】 目的：基于结构-过程-结果理论构建临床护生教学质量评价体系，并分析其应用效果。方法：选取2023年7月—2024年6月在样本医院实习的155名临床护生，将其随机分为对照组（n=80）和观察组（n=75）。对照组实施传统实习质量管理，观察组采用基于结构-过程-结果理论的教学质量评价体系管理。对比两组实习护生出科考试成绩，对教师专业综合能力、工作质量评分及教学管理的满意度。结果：观察组临床护生对教师专业综合能力评分均高于对照组，差异均有统计学意义（P<0.05）；观察组临床护生出科考试成绩、对教师教学工作质量改进总分、教学管理的满意度高于对照组，差异均有统计学意义（P<0.05）。结论：针对临床护生在教学中构建并应用基于结构-过程-结果理论的教学质量评价体系效果显著，提升护生出科成绩，提高教师的专业综合能力、教学工作质量改进水平，从而提升护生对整体教学管理满意度。更多还原

【Abstract】 Objective:To construct a clinical nursing student teaching quality evaluation system based on the structure-process-outcome theory and analyze its application effect.Methods:From July 2023 to June 2024, 155 clinical nursing students who interned in sample hospital were selected. They were randomly divided into a control group(n=80) and an observation group(n=75) using a random number table method. The control group implemented traditional internship quality management, while the observation group was managed using a teaching quality evaluation system based on the structure process result theory. Comparing the examination results of the two groups of intern nursing students upon their graduation, as well as their satisfaction with teachers’ comprehensive professional abilities, work quality and teaching management.Results:The examination scores of clinical nursing students in the observation group after leaving the department were all higher than those in the control group, and the difference was statistically significant(P<0.05). The scores of clinical nursing students in the observation group for the comprehensive professional ability of teachers were all higher than those in the control group, and the difference was statistically significant(P<0.05). The total score of clinical nursing students in the observation group for improving the quality of teachers’ teaching work was higher than that in the control group, and the difference was statistically significant(P<0.05). The satisfaction rate of clinical nursing students’ internship teaching management in the observation group was higher than that in the control group, and the difference was statistically significant(P<0.05).Conclusion:The construction and application of a teaching quality evaluation system based on the structure-process-outcome theory in clinical nursing students’ teaching has a significant effect, which can improve their academic performance, enhance teachers’ professional comprehensive ability, and improve the quality of teaching work, thereby enhancing their satisfaction with overall teaching management.更多还原