叙事教学法对培养护理本科生照顾住院儿童的人文关怀能力的有效性：一项混合方法研究。
Effectiveness of narrative pedagogy in developing nursing undergraduates' humanistic care ability for hospitalized children: A mixed-method study.
作者信息
Liu Fang, Zhou Hengyu, Mo Lin, Leng Hongyao, Cui Cui
机构信息
Nursing School of Chongqing Medical University, Chongqing, China.
Children's Hospital of Chongqing Medical University, Chongqing, China.
出版信息
Heliyon. 2023 Apr 18;9(4):e15499. doi: 10.1016/j.heliyon.2023.e15499. eCollection 2023 Apr.
BACKGROUND
The development of nursing students' ability to care for children is an important part of their nursing education. However, nursing students' understanding of children's experiences in healthcare is vague. The traditional lecture approach is not conducive to the cultivation of humanistic care competencies for hospitalized children.
OBJECTIVES
This study aimed at exploring the effectiveness of narrative pedagogy on developing nursing students' ability to care for hospitalized children.
DESIGN
A quasi-experimental non-equivalent control group pre-test and post-test design.
SETTING
and participants: A purposive sampling method was used for this study. The study participants included 588 first-year nursing students in four classes at a university in western China. The students enrolled in a nursing humanistic curriculum were divided into an experimental group (295 students) and a control group (293 students).
METHODS
During the 5 weeks of hospitalized children's care program, the experimental group received narrative pedagogy, while the control group received traditional teaching with 2 credit hours per week. Data were collected quantitatively using the Caring Ability Inventory (CAI), as well as qualitatively through individual interviews and reflective diaries.
RESULTS
The average scores on the CAI and subscales significantly improved for both groups. As a result of controlling for the effect of pre-test scores, the experimental group had significantly higher post-test scores on the CAI than the control group. Qualitative content analysis demonstrated that narrative pedagogy enhanced nursing students' emotional experiences and facilitated their understanding of the caring practice for sick children.
CONCLUSION
Narrative pedagogy has positive implications for improving students' care competencies for hospitalized children.
背景
护理专业学生儿童护理能力的培养是其护理教育的重要组成部分。然而，护理专业学生对儿童在医疗保健中的经历了解模糊。传统的讲授法不利于培养住院儿童的人文关怀能力。
目的
本研究旨在探讨叙事教学法对培养护理专业学生照顾住院儿童能力的有效性。
设计
采用准实验非等效对照组前测和后测设计。
地点和参与者
本研究采用目的抽样法。研究参与者包括中国西部一所大学四个班级的588名一年级护理专业学生。参加护理人文课程的学生被分为实验组（295名学生）和对照组（293名学生）。
方法
在为期5周的住院儿童护理课程中，实验组接受叙事教学法，而对照组接受传统教学，每周2个学分时。使用关怀能力量表（CAI）进行定量数据收集，并通过个人访谈和反思日记进行定性数据收集。
结果
两组在CAI及其子量表上的平均得分均显著提高。由于控制了前测分数的影响，实验组在CAI后测中的得分显著高于对照组。定性内容分析表明，叙事教学法增强了护理专业学生的情感体验，并促进了他们对患病儿童关怀实践的理解。
结论
叙事教学法对提高学生照顾住院儿童的能力具有积极意义。
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