目的 在高仿真护理模拟教学中应用标准化引导性反馈,并对应用效果进行评价。方法 选择我院2015级54名护理本科生为研究对象,将其分为8个小组,每组学生于2018年3月—2019年1月接受40学时的高仿真护理模拟教学,反馈时采用“表达感想—回顾目标—分析行为—总结反思”四段式进行引导性反馈。模拟教学结束后采用自制问卷评价标准化引导性反馈的应用效果。结果 标准化引导性反馈可使反馈紧紧围绕教学目标进行、避免离题（100%）,可促进模拟教学参与者主动反思（100%）,使参与者、观察者均能积极参与模拟后讨论（100%）,有利于明确模拟过程中“病人”存在的不足（100%）,有利于培养学生的临床推理能力（96.3%）,可促使观察者仔细观察“病人”的表现（96.3%）,有利于实现以学生为主体的教育理念（96.3%）。结论 标准化引导性反馈可激励学生积极参与引导性反馈,促进学习者主动反思自身的不足,提升了引导性反馈的效果,值得借鉴和推广。

Objective To evaluate the effects of a standardized debriefing applied in high fidelity simulation teaching. Methods Fifty-four nursing undergraduates of Grade 2015 were selected and divided into eight groups. All students received 40 class hour high fidelity simulation teaching from March 2018 to January 2019. The standardized debriefing（experience expression，objectives review，actions analysis，summary & reflection）was used. A self-designed questionnaire was used to evaluate the effects of the standardized debriefing. Results The standardized debriefing could make the debriefing closely target the teaching objectives and avoid digressing（100%），promote students’ self-reflection（100%），enable learners to actively participate in the discussion（100%），help the participants to identify their own shortcomings（100%），cultivate clinical reasoning ability（96.3%），promote observers to observe the "patients" carefully（96.3%），and realize the educational concept of student-centered educational learning（96.3%）. Conclusion The standardized debriefing can encourage students to actively participate in debriefing，promote participants to actively reflect on their own performance，and greatly improve the effects of debriefing. Standardized defriefing is worth of reference and promotion.