Application of Narrative Medicine in TCM Nursing Education.

AIM

To investigate the effectiveness of narrative medicine in teaching traditional Chinese medicine (TCM) nursing, using the ADDIE model (analysis, design, development, implementation and evaluation), and to evaluate its impact on students' course performance, narrative nursing competence, and empathy levels.

DESIGN

To evaluate the effectiveness of narrative medicine in TCM nursing education through a randomised controlled trial, focusing on its impact on students' course performance, narrative nursing competence, and empathy levels.

METHODS

A total of 120 nursing students from two classes were recruited for the study. One class, consisting of 60 students, served as the control group and received standard instruction in the nursing of traditional Chinese medicine course. The other class, also comprising 60 students, acted as the experimental group where narrative medicine was integrated into the TCM nursing curriculum based on the ADDIE model. The course scores, responses from the Narrative Nursing Knowledge-Attitude-Behavior Questionnaire scores and Jefferson Empathy Scale (JSE) scores were compared.

RESULTS

The experimental group demonstrated significantly higher scores in overall performance (87.65 ± 8.42 vs. 79.34 ± 4.23, p < 0.01), narrative nursing knowledge and practice (98.54 ± 4.73 vs. 80.3 ± 4.51, p < 0.01) and JSE scores (118.27 ± 8.13 vs. 105.47 ± 6.24, p < 0.01) compared with the control group.

CONCLUSION

The study demonstrates that the narrative medicine teaching method based on the ADDIE model effectively enhances the educational outcomes of TCM nursing, significantly improving students' narrative nursing competence and empathy levels. These findings suggest that incorporating narrative medicine may have a positive influence on students' academic performance and empathy levels. This approach provides new insights for nursing education and offers valuable references for advancing the practice and research.