Prospective Study on the Implementation Effectiveness of the Yu Classroom Integrated Question-Discussion-Guidance Teaching Method Among Operating Room Trainee Nurses

Liu Shu; Wang Meng

doi:10.3969/j.issn.1004-5775.2026.04.017

Abstract：Objective:To prospectively investigate the implementation effectiveness of the Rain Classroom integrated question-discussion-guidance(PDG)teaching method among surgical nursing trainees.Methods:A total of 84 operating room nurses undergoing training at Deyang People's Hospital from July 2022 to October 2024 were selected and divided into group A and group B based on different teaching methods,with 42 nurses in each group.Group A employed conventional teaching methods,while Group B utilized the rain Classroom combined with PDG teaching methodology.The nurses'emergency response capabilities and self-directed learning abilities were compared between the two groups before and after implementing the Rain Classroom combined with PDG.The theoretical and practical competencies in operating room nursing were compared between the two groups before implementation and on the day of discharge.The teaching satisfaction levels on the day of discharge were also compared between the two groups.Results:Before implementation,there were no statistically significant differences between the two groups in scores for emergency coordination,hands-on emergency care,condition observation,and surgical assistance(P＞0.05).After implementation,the scores for emergency coordination,hands-on emergency care,condition observation,and surgical assistance in Group B were all higher than those in Group A,with statisically significant difference(P＜0.05).Before implementation,the differences in scores for information literacy,self-management skills,and collaborative learning abilities between the two groups were not statistically significant(P＞0.05).After implementation,Group B scored higher than Group A in information literacy,self-management skills,and collaborative learning abilities,with statisically significant difference(P＜0.05).Before implementation,there was no statistically significant difference in theoretical and practical scores for operating room nursing between the two groups(P＞0.05).On the day of discharge,Group B demonstrated higher theoretical and practical scores for operating room nursing than Group A,with statisically significant difference(P＜0.05).Before implementation,there was no statistically significant difference in theoretical and practical scores for operating room nursing between the two groups(P＞0.05).On the day of discharge,Group B demonstrated higher scores in surgical nursing theory and practical skills than Group A,with statisically significant difference(P＜0.05).On the day of discharge,Group B nurses reported higher satisfaction with nursing education(97.62%)than Group A(83.33%)(χ2=4.974,P＜0.05).Conclusion:Implementing the rain classroom combined with the PDG teaching method enhances emergency response capabilities and self-directed learning abilities among surgical ward trainees.It improves both theoretical knowledge and practical skills in operating room nursing.Trainees reported high satisfaction with the teaching approach on their final day of rotation,making it a valuable model for reference.