机器人外科学杂志（中英文）2025，Vol.6Issue(3)：481-486,6.DOI:10.12180/j.issn.2096-7721.2025.03.025
5A教学模式联合动态性反馈在达芬奇机器人护士带教中的应用分析
Application of 5A teaching model combine with dynamic feedback in the training of nurses for Da Vinci robotic surgery
摘要
Abstract
Objective:To explore the efficacy of the"Analysis,Aim,Accomplishment,Assessment,and Advancement"(5A)teaching model combined with dynamic feedback in the clinical training of nurses for Da Vinci robotic surgery.Methods:98 operating room nurses with over 3 years of clinical experience requiring targeted training were selected.They were randomly divided into the conventional group(n=49)and the 5A group(n=49),the conventional group received traditional standardized training,while the 5Agroup received 5A teaching model combined with dynamic feedback.Assessment outcomes,critical thinking,self-directed learning ability,healthcare communication skills,and job competency were compared between the two groups.Results:After training the two groups of nurses were all gained significant improvements in assessment scores,critical thinking disposition inventory scores,self-directed learning readiness scale scores,interdisciplinary team communication assessment scale scores,and operating room specialist nurse competency questionnaire scores compared with those before training(P<0.05).Notably,the 5A group showed superior outcomes compared to the conventional group(P<0.05).Conclusion:The 5A teaching model combined with dynamic feedback can effectively enhance professional knowledge and comprehensive competencies of nurses in Da Vinci robotic surgical nursing education,which has a satisfactory educational outcomes and can be clinically promoted.关键词
机器人辅助手术/护理带教/5A教学模式/动态性反馈/教学效果Key words
Robot-assisted Surgery/Nursing Education/5A Teaching Model/Dynamic Feedback/Teaching Effect分类
教育学引用本文复制引用
范瑞,边梅,汪静容,高丽丽,刘婷,师文..5A教学模式联合动态性反馈在达芬奇机器人护士带教中的应用分析[J].机器人外科学杂志（中英文）,2025,6(3):481-486,6.基金项目
陕西省重点研发计划项目(S2020-YF-YBSF-0773)Key R&D Plan Project of Shaanxi Province(S2020-YF-YBSF-0773) （S2020-YF-YBSF-0773）
