目的 探讨缺陷式情境教学法在手术室新入职护士培训中的应用效果。 方法 选取我院2017年—2018年44名手术室新入职护士,其中2017年23名新入职护士为对照组,采用传统教学法,包括理论讲授、观看视频、临床带教;2018年21名新入职护士为试验组,采用缺陷式情境教学法。培训后,比较两组的交接用时及交接内容执行正确率,并调查试验组和带教教师对教学方法的评价。 结果 试验组的交接用时短于对照组（P<0.05）,两组在携带物品、皮肤状态评估及其他方面交接内容执行正确率的比较,试验组正确率高于对照组（P<0.05）。试验组中19名新入职护士对缺陷式情境教学表示满意。 结论 缺陷式情境教学法可提高新入职护士学习主动性和评判性思维能力,有利于促进手术室新入职护士对安全交接流程的掌握和运用。

Objective To evaluate the effects of the defect situational teaching method in training of new nurses in the operating room. Methods Forty-four new nurses in the operating room from 2017 to 2018 were trained.Twenty-three new nurses recruited in 2017 were assigned into the control group. The traditional training method was used in the control group including knowledge learning,video watching,and clinical practice. Twenty-one nurses recruited in 2018 were assigned into the experimental group and the defect situational teaching method was used. The work efficiency and accuracy of handover contents of the two groups were compared. Besides,the evaluation of the teaching method was investigated among the experimental group. Results The work efficiency and accuracy of handover contents of new nurses in the experimental group were higher than those in the control group（P<0.05）. Nineteen new nurses in the experimental group were satisfied with the teaching method. Conclusion The defective situation teaching can promote the learning initiative and enthusiasm of the new nurses. It can help to improve the new nurses' safe handover process in operating room.