Lee Daehee, Suh Eunyoung E
College of Nursing, Seoul National University, 103 Daehak-ro, Jongno-gu, Seoul 03080, South Korea.
College of Nursing, Seoul National University, 103 Daehak-ro, Jongno-gu, Seoul 03080, South Korea; Research Institute of Nursing Science, Seoul National University, 103 Daehak-ro, Jongno-gu, Seoul 03080, South Korea; Center for World-leading Human-care Nurse Leader for the Future by BK21 Project, 103 Daehak-ro, Jongno-gu, Seoul 03080, South Korea.
Nurse Educ Today. 2025 Oct;153:106787. doi: 10.1016/j.nedt.2025.106787. Epub 2025 May 20.
Specialized burn care education for nursing students appears to be limited globally, especially in countries such as South Korea. Storytelling, recognized for its potential to foster emotional engagement and improve memory retention, presents a promising approach to enhancing burn care competencies.
This study developed and evaluated the effectiveness of a storytelling-based burn care education program (SBEP) in improving nursing students' knowledge, attitudes, performance, and self-efficacy.
A mixed-methods design was employed, integrating a randomized controlled trial to assess quantitative outcomes and focus group interviews (FGIs) to gather qualitative insights.
The study was conducted in a nursing college in Seoul, South Korea.
Sixty junior and senior nursing students were randomly assigned to the experimental or control group. FGIs were conducted with 25 students from the experimental group.
The experimental group participated in an SBEP, while the control group completed an independent study with the provided materials. Quantitative data were collected using pre-and post-tests, and qualitative data were obtained from FGIs.
The experimental group showed significant improvements in knowledge (w = 765, p < 0.001), performance (w = 879, p < 0.001), and self-efficacy (t = 3.73, p < 0.001) compared to the control group. Three overarching themes emerged from FGIs: (1) Deepening understanding of burn care through stimulated thinking, (2) strengthening practical skills, and (3) enhancing the quality of learning through emotional engagement.
The SBEP effectively improved nursing students' burn care competencies. By fostering emotional engagement and bridging theoretical knowledge with practical application, storytelling offers a valuable approach to addressing educational gaps and preparing future nurses for specialized, patient-centered care.
全球范围内，针对护理专业学生的烧伤护理专业教育似乎有限，尤其是在韩国等国家。故事讲述因其具有促进情感参与和提高记忆保持力的潜力而受到认可，是一种提升烧伤护理能力的有前景的方法。
本研究开发并评估了基于故事讲述的烧伤护理教育项目（SBEP）在提高护理专业学生的知识、态度、操作技能和自我效能方面的有效性。
采用混合方法设计，结合随机对照试验来评估定量结果，并通过焦点小组访谈（FGIs）收集定性见解。
该研究在韩国首尔的一所护理学院进行。
60名本科低年级和高年级护理专业学生被随机分配到实验组或对照组。对实验组的25名学生进行了焦点小组访谈。
实验组参与SBEP，而对照组使用提供的材料进行自主学习。通过前后测试收集定量数据，并从焦点小组访谈中获得定性数据。
与对照组相比，实验组在知识（w = 765，p < 0.001）、操作技能（w = 879，p < 0.001）和自我效能（t = 3.73，p < 0.001）方面有显著改善。焦点小组访谈中出现了三个总体主题：（1）通过激发思考加深对烧伤护理的理解，（2）强化实践技能，（3）通过情感参与提高学习质量。
SBEP有效提高了护理专业学生的烧伤护理能力。通过促进情感参与并将理论知识与实际应用相结合，故事讲述为弥补教育差距以及让未来护士为专业化的、以患者为中心的护理做好准备提供了一种有价值的方法。
