Objective:To investigate the effects of scenario-based teaching on the comprehensive abilities of nurses in the department of cardiac surgery from the perspective of the script theory.Methods:From March 2020 to April 2022, 65 junior nurses in the department of cardiac surgery of The First Affiliated Hospital of Air Force Medical University were divided into control group ( n=33) and experimental group ( n=32). The control group received scenario-based teaching, while the experimental group received scenario-based teaching from the perspective of the script theory. The two groups were compared in terms of theoretical and skills assessment scores, comprehensive clinical abilities, and satisfaction with teaching. SPSS 20.0 was used to perform the t test. Results:After 6 months of teaching, the experimental group showed a significantly higher theoretical score [(91.37±5.34) vs. (86.22±6.28), P<0.05] and a significantly higher practical score [(91.55±5.36) vs. (84.48±4.52), P<0.05] compared with the control group. The total score and individual scores of comprehensive clinical abilities were significantly higher in the experimental group than in the control group ( P<0.05). The experimental group was superior to the control group with respect to the total score and individual scores of satisfaction with teaching. Conclusions:Scenario-based teaching from the perspective of the script theory can improve the comprehensive clinical abilities of nurses in cardiac surgery.

Objective:To analyze the application value of PAD (Presentation-Assimilation-Discussion) class and case teaching combined with brainstorming in the practice teaching of nursing students in the department of cardiovascular surgery.Methods:A total of 81 undergraduate nursing students who practiced in the Department of Cardiovascular Surgery, The First Affiliated Hospital of Air Force Medical University from June 2019 to April 2020 were selected as the research objects. They were randomly divided into the control group ( n=40, brainstorming teaching) and the observation group ( n=41, PAD class combined with case teaching). After one month of intervention, the teaching effect on the two groups of nursing students were evaluated through the nursing students' clinical communication ability scale, Chinese version of self-assessment of clinical reflection and reasoning (SACRR), and competency inventory for registered nurse (CIRN). And the teaching quality was assessed by the clinical nursing teacher teaching behavior assessment scale. SPSS 22.0 was used for t-test. Results:The scores of each dimension and total scores of clinical communication ability scale, Chinese version SACRR and CIRN of nursing students in the observation group were higher than those in the control group ( P<0.05). The scores of nursing teaching behavior evaluation of clinical teachers in the observation group were higher than those in the control group ( P<0.05). Conclusion:The combination of PAD class and case teaching with brainstorming can improve the clinical communication ability of nursing students in cardiovascular surgery practice, help to promote the transformation of their clinical thinking ability, improve their core competences, and play an important role in improving the teaching quality.