Volume 10,Issue 4
Practice and Effects of Case-Oriented Blended Learning in the Teaching of Perioperative Fluid Management for Nurse Anesthetists
Objective: To investigate the application effect of case-oriented blended teaching in perioperative fluid management education for anesthesia nurses, and to provide practical evidence for improving the core professional competencies of anesthesia nurses. Methods: Eighty anesthesia nurses who rotated through the Department of Anesthesiology of our hospital from January to December, 2023 were selected as the research subjects and randomly divided into a control group (n = 40) and an observation group (n = 40) using a random number table. The control group received traditional lecture-based teaching, while the observation group received case-oriented blended teaching. The theoretical assessment scores, practical examination scores, clinical decision-making ability ratings, and teaching satisfaction were compared between the two groups after the instruction. Results: The theoretical examination scores (89.65 ± 5.32) and practical examination scores (91.23 ± 4.18) in the observation group were significantly higher than those in the control group (78.34 ± 6.75) and (80.56 ± 5.89) respectively, with statistically significant differences (p < 0.05). The scores and total score of all dimensions of clinical decision-making ability in the observation group were higher than those in the control group. Among them, the scores of problem identification (18.76 ± 2.13) points vs. (14.32 ± 2.56), plan formulation (17.89 ± 1.98) vs. (13.15 ± 2.34), implementation evaluation (19.02 ± 2.05) vs. (14.56 ± 2.47), and total score (55.67 ± 5.23) vs. (42.03 ± 6.18) were all statistically significant (p < 0.05). The teaching satisfaction rate of the observation group was 97.50% (39/40), which was significantly higher than that of the control group (77.50%, 31/40), and the difference was statistically significant (p < 0.05). Conclusion: Case-oriented blended teaching can effectively enhance the theoretical knowledge, operational skills, and clinical decision-making ability of anesthesia nurses in perioperative fluid management, as well as improve teaching satisfaction. It is worthy of promotion and application in clinical teaching.
[1] Yang X, 2025, Application Effect of Damage Control Surgery Based on the Concept of Enhanced Recovery After Surgery in the Treatment of Severe Abdominal Trauma. Chinese and Foreign Medical Research, 4(16): 34–36.
[2] Yao S, Guo X, Zhao P, 2024, Obstetric Anesthesiology. People’s Medical Publishing House, April: 1042.
[3] Wang X, Duan C, Yan X, 2024, Application of Case-Based Teaching Combined with Flipped Classroom Guided by the OBE Concept in Human Physiology. Food Industry, 45(11): 143–146.
[4] Chen Z, Tang Y, Diao Z, et al., 2025, Application Effect of CBL Teaching Combined with Simulation Demonstration Based on the OBE Concept in the Teaching of Clinical Thinking and Clinical Skills. Clinical Research and Practice, 10(01): 175–178.
[5] Miao Z, Xu Z, Zhang B, 2025, Application of an Online-Offline Blended Teaching Model from the Perspective of Constructivism in Pediatric Dermatology Courses. Medical Education Management, 11(03): 310–316.
[6] Shao P, Ran J, Dawa Z, et al., 2024, Application of Case-Based Teaching Method Combined with Problem-Based Learning in Gastroenterology Teaching. Chinese Journal of Medicine, 59(11): 1272–1275.
[7] Li X, 2024, The Impact of Competency-Oriented Case-Based Teaching on Learning Interest and Thinking Ability of Dental Interns. Guide of China Medicine, 22(30): 186–188.
[8] He X, Yuan M, Cui C, et al., 2024, Application of Progressive CBD Teaching Model Guided by Integrated Medicine in Pathophysiology Course. Henan Medical Research, 33(19): 3578–3581.
[9] Chen P, Jin L, Yang Z, et al., 2024, Construction of a Video Case Library for Acupuncture Practice Based on OBE and Oriented Towards Enhancing Students’ Practicing Abilities. Modern Distance Education of Chinese Medicine, 22(18): 206–208.
[10] Zhang L, Li Z, Zhang N, 2024, The Impact of Discussion-Based Case Teaching Oriented Towards Job Competency on Students’ Practical Abilities and Clinical Thinking in Gynecological Clinical Teaching. China Medicine and Pharmacy, 14(24): 47–50.