Keywords
Anesthesia nursing students
Difficult airway
Emergency management
Teaching effectiveness
Submitted : 2025-12-16
Accepted : 2025-12-31
Published : 2026-01-15
Abstract
Objective: To explore the application effect of high-fidelity simulation teaching in the training of emergency management for difficult airways among anesthesia nursing students, providing practical references for enhancing their clinical emergency response capabilities. Methods: Eighty-four anesthesia nursing students who interned in the Department of Anesthesiology of our hospital from September 2023 to March 2024 were selected as the research subjects. They were randomly divided into a control group (n = 42) and an observation group (n = 42) using the random number table method. The control group adopted the traditional teaching mode (theoretical lectures + video demonstrations), while the observation group adopted the high-fidelity simulation teaching mode. After the training, the theoretical assessment scores, operational assessment scores, emergency response capability scores, and teaching satisfaction of the two groups of students were compared. Results: The observation group scored significantly higher than the control group in both theoretical assessment (90.35 ± 4.82) points and practical assessment (92.17 ± 3.96) points, with scores of (79.26 ± 5.78) points and (81.34 ± 5.21) points, respectively, in the control group. The differences were statistically significant (p < 0.05). The observation group also scored higher than the control group in all dimensions of emergency response capabilities and total scores, including airway assessment (18.92 ± 2.05) points vs. (14.56 ± 2.37) points, equipment selection (19.15 ± 1.83) points vs. (13.89 ± 2.24) points, operation execution (19.36 ± 1.78) points vs. (14.23 ± 2.41) points, teamwork (18.73 ± 2.11) points vs. (13.98 ± 2.53) points, and total score (76.16 ± 6.84) points vs. (56.66 ± 7.92) points. All differences were statistically significant (p < 0.05). The teaching satisfaction rate in the observation group was 97.62% (41/42), significantly higher than that in the control group at 78.57% (33/42), with a statistically significant difference (p < 0.05). Conclusion: High-fidelity simulation teaching can effectively enhance the theoretical knowledge, practical skills, and emergency response capabilities of anesthesia nursing students in managing difficult airways, as well as improve teaching satisfaction. It is an efficient clinical teaching model for anesthesia nursing and is worthy of promotion and application.
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