目的：探讨叙事医学教学模式在“护理管理学”实训教学中的应用效果。方法：选取2018级220名护理专业本科生作为研究对象，运用叙事医学教学模式对学生进行“护理管理学”实训课的教学，采用自身前后对比的方法，在课程开始前后使用“医患沟通技能评价量表”对学生进行问卷调查，并于课程结束后对20名学生进行半结构式深度访谈，用Colaizzi 7步分析法对转录完成的文本资料进行分析。结果：实训课前学生的医患沟通技能得分为(83.20 ± 13.17)分，实训课后得分为(87.24 ± 9.30)分，课后学生得分高于课前(P < 0.05)。学生的访谈结果提炼出2大主题：学生的学习体验、个人和专业成长，每个主题又包含若干个亚主题。结论：叙事医学教学方法运用于“护理管理学”实训课中有助于培养学生良好的沟通技能，提高其职业认同感，具有良好的教学效果。
Objective: To explore the application
effect of narrative medicine teaching mode in the practical teaching of nursing
management science. Method: Select 220 nursing undergraduates from the class of
2018 as the research object, using narrative medical teaching mode to students “nursing
management” training teaching, using comparison method, before and after the
beginning of the course using “doctor-patient communication skills evaluation
scale” questionnaire survey, and after the course of 20 students
semi-structured in-depth interview, with Colaizzi 7 step analysis to complete
the text analysis. Results: Doctor-patient communication skills were scored as
(83.20 ± 13.17) before training, scored as (87.24 ± 9.30) after training, and higher than before class (P < 0.05). The results of the student interviews extracted two themes: students’ learning experience, personal and professional growth, each of which includes several subthemes. Conclusion: The application of narrative medicine teaching method in “nursing management” is helpful to cultivate students’ good communication skills, improve their professional identity, and have good teaching effect.
References
[1]
Charon R. (2001) Narrative Medicine: A Model for Empathy, Reflection, Profession, and Trust. JAMA The Journal of the American Medical Association, 286, 1897-1902. https://doi.org/10.1001/jama.286.15.1897
