The Application of Scenario Simulation Teaching Method Based on Debriefing-GAS Mode in the Teaching of Clinical Nursing students
Abstract
Objective: To explore the application effect of scenario simulation teaching method based on Debriefing-GAS mode in the teaching of clinical nursing students in neurosurgery and its influence on critical thinking, clinical practice ability and teaching satisfaction. Methods: A total of 100 nursing students who were doing their internship in the Department of Neurosurgery at a tertiary hospital in Sichuan Province from July 2024 to June 2025 were selected and divided into a control group and an experimental group, with 50 students in each group, using the historical control grouping method. The control group used the traditional teaching method for scenario simulation, while the experimental group used the Debriefing-GAS model for scenario simulation teaching. The teaching effect was evaluated using the DASH scale, the CIDI-CV scale, the clinical practice ability scale and the self-made teaching satisfaction questionnaire, and statistical analysis was conducted using SPSS 25.0. Results: The total DASH score of the experimental group (6.45 ± 0.41) was significantly higher than that of the control group (5.12 ± 0.47, t = 14.01, p < 0.001); The total score of critical thinking ability (338.6 ± 22.5) was higher than that of the control group (307.8 ± 24.1, t = 6.55, p < 0.001); The score of clinical practice ability (189.4 ± 15.2) was significantly higher than that of the control group (168.7 ± 14.9, t = 6.49, p < 0). Teaching satisfaction was 96% in the experimental group and 82% in the control group, statistically significant (χ2 = 4.32, p = 0.038). Conclusion: The scenario simulation teaching method based on the Debriefing-GAS model can significantly improve the learning initiative, reflective ability, critical thinking level and clinical practice ability of clinical nursing students, and enhance teaching satisfaction.
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