Experimental Teaching Design And Practice Of Fundamental Nursing Based On The Improvement Of Nursing Students’ Capability Of Humanistic Care

Backgroud Humanistic care is the core and essence of nursing. Yet owning to the Functional Nursing mode prevalent for several years, it is now cutely felt that humanity is losing in nursing day by day, such as lack of humanistic care and communication between the nurses and patients. Therefore, it is an urgent task to carry out an education on humanistic care and train more nurses with strong capacity of humanistic care that the society badly needs. At present, although many nursing schools have developed humanistic education, there still remain lots of problems which hinder its development, such as the backward educational concept and instructional mode, as well as few curriculums on humanity. Document retrieval shows that there is a relative shortage of empirical studies in terms of instruction methods and instruction modes specified for care education.Objective Humanistic care education is to be integrated into the teaching design and teaching practice to discuss teaching methods which are helpful to students’improvement of humanistic caring ability; the teaching effect is to be evaluated and aiming to provide certain basis for its extensive application in other major courses.Methods1. It adopts a cluster sampling method to select120junior nursing students from a university and randomly divides them into experimental group and control group,60students for each. This research is based on the experimental teaching of fundamental nursing and humanistic care education is to be integrated into it. The control group students were taught by traditional teaching model, the experiment group students were taught by teaching model with the incorporation of humanistic care education into teaching design and teaching practice. 2. Before the experiment, purposive sampling has been conducted to select some students who have vivid thoughts and a strong ability of expression to accept interviews for the purpose of finding out their humanistic care consciousness and care capacity present situation as well as the needs of caring education, It can provide theoretical testimony to experimental instruction design.3. The instructional design of the experimental group:①Teaching objectives of humanistic care were set up according to Bloom’s taxonomy of educational objectives and they were designed in such three aspects as cognitive domain, psychomotor domain and affective domain;②In accordance with teaching objectives of humanistic care, humanistic care teaching resources were integrated into the experiment to explore humanistic care elements in the psychomotor domain and the teaching content was designed;③According to the features of the experiment content, with a second opinion from the expert in nursing, humanistic care teaching method was chosen while related education theories and humanistic care theories were combined;④In terms of the teaching management, teachers built an experimental teaching environment permeated with humanistic care and encouraged students to participate in the teaching.4. Indicators for observation:①Evaluation was made on the caring consciousness and ability for students through the caring attributes scale and caring ability Inventory before and after the teaching experiment;②During the teaching, it was evaluated through the observation of simultaneous experimental teaching effects and students’retrospection diaries;③The teaching effects would be evaluated through skill performance and questionnaires about the students’opinions on the teaching design.Results1. Interview results:Before the experiment, nursing students had a dim understanding of caring, they were lack of caring knowledge and caring consciousness as well as caring ability, they have a stronger learning needs.2. Before the experiment, there was no significant difference between the care awareness and caring ability scores of two groups, P>0.05. After the experiment, we found a significant differences in the care awareness scores and caring ability each dimension scores as well as total scores between two groups, P<0.05.3. comparing with Care awareness and caring ability total scores and each dimension of the experiment group before experimental teaching intervention, the scores of the experiment group after the intervention higher than before, P<0.05. there was no significant before and after the intervention of the control group, P>0.05. The teaching observation shows that the design of experiment teaching content was reasonably, the caring examples used well, the nursing student actively join in the teaching. The review diary shows that nursing student has a big improvement in care cognitive and care behaviors.4. After the experiment, there was no significant difference in scores of nurse student experiment skills between two groups, P>0.05. The experimental group students hold a positive attitude on the teaching strategies.Conclusions The humanistic care teaching method of this instructional system design is good to develop the care consciousness and improve the caring ability of nursing student, Using this methods can improve the activity of nursing students.