Background: With rapid advancements in medical sciences, minimally invasive surgical techniques such as laparoscopy have replaced traditional open surgeries. Enhancing the clinical competence and professional commitment of operating room nurses can empower nurses and directly impact surgical outcomes and patient safety.

Methods: A quasi-experimental pre-test-post-test control group design was employed. Ninety-four students were selected through convenience sampling and randomly allocated to two groups: an intervention group (n = 47) and a control group (n = 47). The intervention group received five sessions for training on laparoscopic surgical principles using E-learning, video demonstrations, and participatory methods. The control group received training using lectures and PowerPoint presentation. Data was collected using a demographic questionnaire, perceived perioperative competence scale- revised (PPCS-R), and the nursing professional commitment scale (NPCS), before and two weeks after the intervention.

Results: There was no significant difference in the mean scores of clinical competence and professional commitment between the two groups at baseline (P > 0.05). After the intervention, the mean score of clinical competence in the intervention group was significantly higher than the control group (p = 0.005). However, there was no significant difference in the mean score of professional commitment between the two groups after the intervention (P = 0.261).

Conclusion: Using a combined learning approach in laparoscopic surgery led to a significant increase in the clinical skills of nursing students, resulting in improved performance in the clinical setting. However, to further generalize the results, similar studies with larger sample sizes and in different educational settings are recommended.

Keywords: Clinical competence; Combined learning; Laparoscopic surgery; Perioperative nursing; Professional commitment.

© 2025. The Author(s).

背景: 随着医学科学的迅速发展，腹腔镜等微创手术技术已经取代了传统的开放式手术。提升手术室护士的临床能力和职业承诺可以增强护士的能力，并直接改善手术结果和患者安全。

方法: 采用准实验预测试-后测试对照组设计。通过便利抽样选取94名学生，随机分配到两个小组：干预组（n = 47）和对照组（n = 47）。干预组接受了五次使用E-learning、视频演示和参与式方法进行腹腔镜手术原则培训的课程。对照组则通过讲座和PowerPoint展示接受培训。在干预前后，分别采用人口统计问卷、修订版围术期胜任力量表 (PPCS-R) 和护理职业承诺量表 (NPCS) 收集数据。

结果: 两组在基线时的临床能力和职业承诺平均得分之间没有显著差异（P > 0.05）。干预后，干预组的临床能力平均得分显著高于对照组（p = 0.005）。然而，在干预后，两个小组的职业承诺平均得分之间没有显著差异（P = 0.261）。

结论: 在腹腔镜手术中采用结合式学习方法可以显著提高护理学生的临床技能，并改善他们在临床环境中的表现。然而，为了进一步推广结果的一般性，建议进行样本量更大且在不同教育环境中开展的类似研究。

关键词: 临床能力；结合式学习；腹腔镜手术；围术期护理；职业承诺。