目的 探讨米勒金字塔模型联合标准作业程序在手术室本科护理实习生临床教学中的应用效果。方法 采用便利抽样法，选取2024年2月—12月在新疆乌鲁木齐市某三级甲等医院手术室实习2周的本科护理实习生作为研究对象，将单月进入手术室实习者（n=31）纳入试验组，将双月进入手术室实习者（n=31）纳入对照组。试验组接受融入米勒金字塔模型联合标准作业程序的临床教学；对照组接受传统临床教学。比较两组出科理论和操作考核成绩、对临床教学的满意度，了解试验组对模拟教学质量的评价情况。 结果 试验组出科理论及操作考核成绩，对课堂教学、临床实践、学习计划及对整体临床教学的满意度均高于对照组（P<0.05）；在模拟教学质量评价中，试验组对各维度评分的条目均分>4分。 结论 米勒金字塔模型联合标准作业程序在手术室本科护理实习生临床教学中的应用可提升其理论知识和实践操作水平，提高其对临床实习教学的满意度，具有一定的临床应用价值和推广意义。

Objective To investigate the application effect of Miller’s Pyramid Model combined with Standard Operating Procedures（SOP） in clinical teaching for undergraduate nursing interns in the operating room. Methods By using convenience sampling，undergraduate nursing interns（n=62） who were on a two-week internship in the operating room of a Grade A，Class Ⅲ Hospital in Urumqi，Xinjiang between February 2024 and December 2024 were enrolled. Participants were divided into an experimental group（n=31，internship started in odd-numbered months） and a control group（n=31，internship started in even-numbered months）. The experimental group received clinical teaching integrating Miller’s Pyramid Model and SOP，while the control group underwent traditional clinical teaching. Pre-discharge theoretical and practical assessment scores，and satisfaction with clinical teaching were compared between the two groups. The experimental group’s evaluation of simulation teaching quality was assessed. Results The experimental group achieved significantly higher scores in theoretical and practical assessments（P<0.05） and reported greater satisfaction with classroom teaching，clinical practice，learning plans，and overall clinical teaching compared to the control group（P<0.05）. The experimental group’s evaluations of simulation teaching quality scored above 4 points（on a 5-point scale） across all three major domains and 11 sub-dimensions. Conclusion The integration of Miller’s Pyramid Model and SOP in clinical teaching for operating room undergraduate nursing interns enhances their theoretical knowledge and practical skills，and improves satisfaction with clinical internships. This approach demonstrates significant clinical application value and merits broader promotion.