Research on the Teaching Effectiveness of Workshop-Based Blended Teaching Model in Emergency Nursing Training and Its Improvement of Clinical Decision-Making Skills

目的：探讨基于工作坊的混合式教学模式对急诊护理人员理论–实践能力转化及临床决策能力的影响。方法：采用随机对照试验设计，纳入三甲医院2家，二甲医院2家共计100名急诊科护士，随机分为实验组(混合式教学)与对照组(传统教学)。通过理论考核、高仿真情境模拟及Lasater临床判断量表进行多维评估，采用协方差分析控制基线差异。结果：实验组理论成绩提升幅度显著高于对照组(88.1 ± 2.9 vs 80.3 ± 3.7, P Objective: To investigate the impact of a workshop-based blended teaching model on the theory-practice competency transfer and clinical decision-making skills of emergency nurses. Methods: This randomized controlled trial (RCT) enrolled 100 emergency department nurses from four hospitals, including two tertiary grade A hospitals and two secondary grade A hospitals. Participants were randomly allocated to the experimental group (blended learning) and the control group (traditional instruction). Multidimensional assessments were conducted through theoretical examinations, high-fidelity scenario simulations, and the Lasater Clinical Judgment Scale (LCJS). Analysis of covariance (ANCOVA) was employed to control baseline differences. Results: The experimental group demonstrated significantly greater improvement in theoretical scores compared to the control group (88.1 ± 2.9 vs 80.3 ± 3.7, P < 0.05). Their cardiopulmonary resuscitation performance in simulated emergencies was markedly enhanced (92.4 ± 3.1 vs 85.2 ± 4.6, P < 0.01). Conclusion: The blended teaching model effectively improves emergency nurses’ practical competencies and job readiness through a cognitive-skill-affective integration mechanism. Future studies should extend follow-up periods and validate findings across multicenter settings.