| Objectives:1.To understand the humanistic caring ability level of nursing students who will enter clinical practice and analyze its influencing factors,so as to lay the foundation for the later intervention research.2.To evaluate the intervention effect of narrative pedagogy that humanistic caring ability of nursing students,to provide theoretical and practical basis for the promotion and application of narrative pedagogy,and to enrich the teaching reform methods of nursing education in China.Methods:Part 1:Investigation on the humanistic caring ability of nursing studentsBy using cluster sampling method,choosing the Caring Ability Inventory(CAI)and self-made general information questionnaire to prepare the questionnaire,a total of 694 nursing students of grade 2016 who were about to enter clinical practice in nursing college were collected in July 2019.Adopting SPSS 25.0 to carry on statistical analysis of data.Part 2:An intervention study in narrative pedagogyBased on the basis of literature research,the teaching materials are collected through network inquiry,guided by interpretive phenomenology and humanistic caring theory,and the teaching procedure of narrative pedagogy is formulated in combination with teaching practice.Through expert argumentation,the narrative material and teaching scheme are finally established.By cluster sampling method,215 junior students of 2018 full-time nursing undergraduate of nursing college of our university were selected from September in to December in 2020.According to the random grouping scheme of the school at the time of admission,108 of the first class were the experimental group and 107 of the second class were the control group.The research type is a randomized controlled experimental study that with Nursing Psychology as the teaching platform,the traditional case-based learning is applied to the teaching of the control group,and the experimental group uses narrative pedagogy to teach on this basis.At the end of teaching,the intervention effect of narrative pedagogy was evaluated by the combination of quality and quantity,such as Caring Ability Inventory(CAI),humanistic caring ability scale of nursing students,teaching satisfaction evaluation,curriculum achievement,semi-structured interview,comparative analysis of reflective diaries.The quantitative data were analyzed by SPSS 25.0 and Colaizzi data analysis method is used to analyze qualitative data.Results:Part 1:Investigation on the humanistic caring ability of nursing students(1)The total score of CAI of nursing students was 181.70±16.94,which was significantly lower than that of norm at home and abroad(P<0.001),and the care ability was generally in the middle and low level.(2)Single factor analysis results:There were significant differences in CAI scores in participation in social activities,relationship with mother,relationship with classmates,professional attitude(P<0.001),and there were significant differences in CAI scores of three factors:whether to hold a position or not,relationship with father and relationship with teacher(P<0.05).(3)Multiple regression analysis results:The main influencing factors of nursing students’ humanistic caring ability are participation in social activities,relationship with classmates,professional attitude and relationship with mother.Part 2:An intervention study in narrative pedagogy(1)The results of expert argumentation:According to the expert’s opinions,the teaching procedure and scheme of narrative pedagogy have no modified content,and some narrative materials need to modify sentences and supplementary contents.Finally,the six procedures of narrative pedagogy teaching and the material library in accordance with psychological nursing teaching are constructed.(2)Comparison of balance:There was no significant difference between the two groups in the general data,the total score and the score of each dimension of CAI and humanistic caring ability of nursing students(P>0.05),which was comparable.(3)The score results of Caring Ability Inventory(CAI):①inter-group comparison:after the intervention of narrative pedagogy,the total score of CAI and the score of three dimensions in the experimental group were higher than those in the control group,and there were significant differences in total score and score of understanding and courage dimension(P<0.05),but there was no statistically significant difference in score of patient dimension(P>0.05).②Intra-group comparison:comparison of experimental group itself before and after intervention,there were significant differences in total score and score of sub-dimension about the CAI(P<0.001);comparison of control group itself before and after intervention,there were no significant difference in total score and three dimension score of CAI(P>0.05).(4)The score results of humanistic caring ability of nursing students:①inter-group comparison:after the intervention of narrative pedagogy,the total score and eight dimension scores of the experimental group were all higher than those of the control group,and except dimensions of S3(humanity and altruistic values),the scores of the other 7 dimensions and the total score were statistically significant(P<0.05),there were statistically significant differences in total score and scores in two dimensions of S5(helping to meet basic needs)and S8(helping to solve difficulties)(P<0.001).②Intra-group comparison:comparison of experimental group itself before and after intervention,there were significant differences in total score and score of sub-dimension about the nursing students’ humanistic caring ability scale(P<0.001);comparison of control group itself before and after intervention,the differences were statistically significant in total score and score of S1(instilling faith and hope),S2(health education),S4(scientific solution to health problems),S6(providing a good environment),S7(promoting emotional communication)about the humanistic caring ability scale of nursing college students(P<0.05),the differences about scores of the other three dimensions were not statistically significant(P>0.05).(5)Comparison of teaching satisfaction and course grade:①The teaching satisfaction degree of nursing students in the experimental group was higher than that in the control group.②The usual score of the experimental group and the control group were 90.64 and 85.75,the difference of score was statistically significant(P<0.001),the final exam score were 83 and 85,the overall score were 85.97 and 85.09,and there were no significant differences in the scores(P>0.05).(6)Teaching feedback:Analyzing the semi-structured interview results of nursing students in the experimental group,and summarized the following three topics:attitude towards the teaching of narrative pedagogy,evaluation of the teaching of narrative pedagogy,suggestions for improving the teaching of narrative pedagogy.According to the actual teaching situation,the teacher also made three aspects of feedback.(7)Comparative analysis of reflective diaries:After teaching,the contents of the reflective diaries of the two groups of nursing students are related to the following four themes:realizing the importance of psychological nursing and humanistic care;understanding humanistic care in nursing;understanding humanistic care in nursing;enhancing empathy;and establishing professional beliefs.Through comparative analysis,the contents of the reflective diary of nursing students in the experimental group also involve three themes:perception and learning humanistic care,reflection on humanistic care in nursing work and understanding professional value.Conclusions:1.The caring ability of nursing students at different educational levels who will enter clinical practice is on the low side,the main influencing factors are:participation in social activities,relationship with classmates,professional attitude,and relationship with mother,the first two of them have a significant effect on the caring ability of nursing students.Other influencing factors are whether to hold a position,relationship with father,relationship with teacher.2.This research constructs the teaching 6 procedure of narrative pedagogy that have the science and the feasibility;narrative pedagogy is an effective and innovative teaching method to cultivate and improve the humanistic caring ability of nursing students,the improvement effect of teaching effect is remarkable,but at the same time,it also finds out the problems need to be improved,which provides the practical basis and reference significance for the perfection and popularization of narrative pedagogy in the future. |
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