目的 探讨在外科护理学辅助教学实践项目中开展创客教育的应用效果。 方法 在我校2017级护理专业学生中随机抽取2个班,分别作为试验组和对照组。在32学时的外科护理学辅助教学实践项目中,试验组的54名学生开展创客教育,主要包括情怀故事引入、简单任务模仿、知识要点讲解、扩展任务模仿、创新激发引导、协同任务完成、成功作品分享7个环节,让学生围绕临床护理问题开展护理用物或方法的革新;对照组的52名学生在教师指导下在实验室进行操作练习,主要包括示教、分组练习、巡回示教、考核与总结几个环节。项目结束时,对两组学生进行实践技能操作考核,采用创造性思维测验对两组学生进行调查,同时采用自设问卷调查试验组学生对教学效果的评价。 结果 辅助教学实践项目实施后,两组学生的实践操作成绩差异无统计学意义（P>0.05）,试验组创造性思维测验得分高于对照组（P<0.05）,试验组学生对教学评价均分为（4.18±0.13）分。 结论 在外科护理学辅助教学实践项目开展创客教育,可以提高护理本科生的创造性思维,教学效果也得到大部分学生的认可。

Objective To explore the effects of the maker education in assisted teaching practice of Surgical Nursing in undergraduates. Methods Students in two classes were randomly selected and assigned to the experimental group or the control group. Maker education was carried out in 54 students of the experimental group. Contents of the maker education were consisted of 7 aspects including story introduction,simple task simulation,key points explanation,comprehensive task simulation,innovation guidance,task completion,and works demonstration. The 52 students in the control group were guided to practice the skills in the lab room. Contents included teaching,group practice,tour teaching,assessment,and summary. At the end of the course,two groups of students were assessed for their practical skills. Besides,the Test of Creative Imagination and the evaluation form were used to evaluate the effects of the maker education. Results There was no statistically significant difference in the skill performance of students in two groups（P>0.05）. The creative thinking score of students in the experimental group was higher than that of the control group（P<0.05）. Students in the experimental group gave an average score of（4.18±0.13） for their teaching evaluation. Conclusion Maker education can improve the creative thinking of nursing undergraduates,and the method is also recognized by most students.