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叙事教育在临床护理思维教学中的实践研究
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Abstract:
目的：探讨叙事教育在临床护理思维教学中的实践应用效果。方法：采用整群随机抽样的方法选取2020级护理专升本4个班的学生，共182人。采用抛硬币方法将护生分为对照组92人和干预组90人。对照组采用案例教学模式进行教学，干预组在案例教学的基础上采用叙事教育教学，比较两组护生教学前后人文关怀能力评价量表评分，分析教学后干预组的反思日记。结果：教学前，两组护生的人文关怀能力评价量表评分比较差异无统计学意义(p > 0.05)；教学后，干预组护生的人文关怀能力评价量表评分高于对照组，差异有统计学意义(p < 0.05)；分析干预组的反思日记提取3个主题：叙事教育提高了护生的沟通和表达能力；叙事教育提高了护生的职业认同；叙事教育提高了护生的学习兴趣。结论：叙事教育提高了护生的人文关怀能力、沟通和表达能力、职业认同感和学习兴趣。
Objective: The objective is exploring the practical application of narrative education for teaching clinical nursing thinking. Methods: A total of 182 nursing students from 4 classes of grade 2020 were selected by cluster random sampling. Nursing students were divided into control group (92) and intervention group (90) by coin tossing. The control group used case teaching mode for teaching, and the intervention group used narrative education teaching on the basis of case teaching. The scores of humanistic care ability evaluation scale before and after teaching were compared between the two groups, and the reflection diary of the intervention group after teaching was analyzed. Results: There was no significant difference between the two groups before teaching (p > 0.05); after teaching, the scores of humanistic care ability evaluation scale of nursing students in the intervention group were higher than those in the control group, and the difference was statistically significant (p < 0.05); three themes were extracted from the reflective diary of the intervention group: narrative education improved the communication and expression ability of nursing students; narrative education improves the professional identity of nursing students; narrative education improves the learning interest of nursing students. Conclusion: Narrative education improves nursing students’ humanistic care ability, communication and expression ability, professional identity and learning interest.
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