Application of the modified Mini-CEX combined with the SBAR model in the experimental teaching of health assessment course: a quasi-experimental study.

OBJECTIVE: This study aimed to explore the effects of the modified Mini-Clinical Evaluation Exercise (Mini-CEX) combined with the Situation-Background-Assessment-Recommendation (SBAR) model in the experimental teaching of Health Assessment course. BACKGROUND: The Mini-cex and the SBAR model are widely used in clinical nursing to improve nurses' operational skills and general competence. However, there is a lack of evidence to indicate that their combination can produce a synergistic effect on undergraduates' multiple abilities, such as autonomous learning and critical thinking. DESIGN: Quasi-experimental. METHODS: This study included 311 nursing students in two parallel classes at a nursing college and divided them into an intervention group (155 students) and a control group (156 students). In the intervention group, an modified Mini-CEX combined with the SBAR teaching method was adopted, and the teaching process included classroom scenario simulation and clinical apprenticeship. In the control group, conventional teaching methods were used. At the end of the course, the 2 groups of students were compared in terms of independent learning ability, critical thinking ability, nurse empathy, attitude toward communication skills, and course achievement. RESULTS: After intervention, the total independent learning ability score(110.20±6.37 vs. 98.79±7.57), the total critical thinking ability score(295.43±15.34 vs. 272.52±13.85), the total empathy ability score(93.08±7.61 vs. 86.22±6.82), the positive scores of students' attitudes toward communication skills score(50.35±3.95 vs. 46.58±4.27), and the clinical skills assessment score(78.83±8.81 vs. 74.82±9.41) of the students in the intervention group were significantly higher than those of control group, and with a statistically significant difference (p <0.01). There was no statistically significant difference in the total theoretical examination score (p >0.05). CONCLUSION: The application of the modified Mini-CEX combined with the SBAR model in the experimental teaching of Health Assessment course had a positive effect on students, which can improve students' clinical practice abilities and comprehensive clinical quality. The model can be further promoted in the future to improve the quality of teaching and students' professional abilities.