Yang Ningxi, Xiao Han, Cao Yingnan, Li Shiyue, Yan Hong, Wang Yifang
1 School of Health Sciences, Wuhan University, Wuhan, Hubei, China.
2 Institute of Medical Humanities, Peking University Health Science Center, Beijing, China.
J Int Med Res. 2018 Aug;46(8):3306-3317. doi: 10.1177/0300060518781476. Epub 2018 Jul 6.
Objective To determine the effectiveness of a narrative medicine educational intervention on the empathic abilities and academic achievement of Chinese nursing students. Methods A cluster randomised controlled trial was conducted between January 2015 and July 2017. Six class clusters (two controls, four interventions) comprising 180 nursing students were included in this trial. After pre-tests to obtain baseline measurements, two control classes (Group 1) attended regular medical education courses, two intervention classes (Group 2) received theoretical narrative medicine education for 1 term, and two intervention classes (Group 3) received narrative medicine education that integrated theory with practice for 2 terms. The empathic ability and academic achievement of the groups were compared, and longitudinal changes in empathic ability were measured. Results Students in Group 3 showed higher empathic ability and academic achievement than students in Group 1. Empathic ability was measured at six time points and showed between-group differences. The empathy scores of students in Group 3 increased abruptly after the two-term intervention. Conclusions Narrative medicine education that combines theory with practice is an effective strategy for improving nursing students' empathic ability and academic achievement.
目的 确定叙事医学教育干预对中国护理专业学生共情能力和学业成绩的有效性。方法 于2015年1月至2017年7月进行了一项整群随机对照试验。该试验纳入了由180名护理专业学生组成的6个班级群组（2个对照组，4个干预组）。在进行预测试以获得基线测量值后，两个对照班级（第1组）参加常规医学教育课程，两个干预班级（第2组）接受为期1个学期的叙事医学理论教育，两个干预班级（第3组）接受为期2个学期的理论与实践相结合的叙事医学教育。比较各组的共情能力和学业成绩，并测量共情能力的纵向变化。结果 第3组学生的共情能力和学业成绩高于第1组学生。在六个时间点测量了共情能力，并显示出组间差异。第3组学生的共情得分在为期2个学期的干预后急剧增加。结论 理论与实践相结合的叙事医学教育是提高护理专业学生共情能力和学业成绩的有效策略。
