The Application Research Of Narrative Pedagogy In Teaching Of Medical Nursing

ObjectiveEstablish a database of narrative education materials for Medical Nursing,formulate a "Teaching Implementation Plan for Narrative Pedagogy in Medical Nursing",and evaluate the teaching effect of applying narrative pedagogy to "Medical Nursing".Methods1.Collect narrative materials and construct the "Teaching Implementation Plan for Narrative Pedagogy in Medical Nursing".Network survey and interview with clinical front-line nurses were used to obtain narrative materials,which were screened and sorted out and included in the "Medical Nursing" narrative material database.The "Implementation Plan for Narrative Pedagogy in Medical Nursing" was constructed,and experts demonstrated the scientificity and feasibility of the materials,narrative pedagogy implementation plans.2.Research on Narrative Pedagogy interventionUsing a convenient sampling method,a total of 190 students from 4 classes of nursing specialty in a certain university in 2020 were selected.Using the coin toss method,2 classes were selected as the intervention group(94 people),and the remaining 2 classes were selected as the control group(96 people).The control group used traditional teaching,while the intervention group incorporated narrative pedagogy on the basis of traditional teaching.After teaching,evaluate the effectiveness of narrative pedagogy quantitatively and qualitatively.Quantitative evaluation includes comparing the humanistic care abilities,theoretical and practical achievements,and teaching satisfaction of the two groups of nursing students;The qualitative evaluation included the analysis of two groups of nursing students’ reflective diaries and semi-structured interviews the attitude of nursing students in the intervention group towards narrative pedagogy.Results1.Collect narrative materials and construct the "Teaching Implementation Plan for Narrative Pedagogy in Medical Nursing"Through the collection,classification,and processing of materials,a total of 46 cases of materials were included in the narrative teaching of medical nursing,including 20audio-visual works and 26 text stories.The teaching implementation plan for narrative pedagogy in Medical Nursing includes: enriching materials,presenting materials,discussing materials,analyzing materials,and practicing reflective materials.2.Research on Narrative Pedagogy intervention(1)Comparison of scores on the humanities care ability scale for nursing students:(1)comparison between groups: after teaching,the scores of all dimensions and the total scores of the humanities care ability scale of nursing students in the two groups were higher than those before teaching,and the comparison between the two groups showed that there was a significant difference(P<0.05);The differences in the scores of all dimensions and the total score of the humanities care ability scale of the nursing students in the intervention group before and after teaching were higher than those in the control group,with significant differences(P<0.05);(2)Within group comparison: After teaching,the scores of all dimensions and the total score of the nursing students humanities nursing ability scale in the intervention group were higher than those before teaching,and the differences were statistically significant(P < 0.05);after teaching,the scores of all dimensions and the total score of nursing students’ humanities nursing ability scale in the control group were higher than those before teaching,except for two dimensions: forming humanistic and altruistic values and providing a good environment,the scores of all the dimensions and the total score had significant differences(P < 0.05).(2)Comparison of teaching satisfaction and course performance:(1)An anonymous survey of nursing students’ satisfaction with teaching showed that the intervention group had significantly higher satisfaction than the control group in terms of enhancing my interest in learning,facilitating the formation of humanistic care behavior,helping me understand the nursing work of internal medicine related disease departments,enabling me to think from the patient’s perspective,and actively participating in discussions in class,with a statistically significant difference(P<0.05);There was no statistically significant difference in satisfaction between the two groups in adapting to this teaching mode,organizing the classroom in a reasonable and orderly manner,and cultivating my teamwork ability(P>0.05).(2)After teaching,the theoretical scores(76.26 ± 12.44)and practical scores(82.39 ± 5.99)of the intervention group were higher than those of the control group(70.35 ± 11.37)and practical scores(76.31 ± 9.21),with a statistically significant difference(P<0.05).(3)Results of post teaching interview with nursing students in the intervention group:Analyze the semi structured interview results of nursing students in the intervention group,and summarize the following three topics: recognition of narrative pedagogy,experience and feelings after learning,and expectations for narrative pedagogy.(4)After teaching,collect nursing students’ reflective diaries,read and analyze them repeatedly,extract meaningful content,and refine them into themes.Evaluate the reflective diaries from three aspects: whether they combine the story materials(or cases)or experiences learned,the depth of their insights,and whether they have been deeply inspired and harvested.Through analysis,the reflective diary content of nursing students in the intervention group involves the following six topics: awareness of the importance of humanistic care in nursing;Deeply understand humanistic care;Strengthen empathy;Enhancing professional identity;Recognizing the importance of professional knowledge and skills;Recognize the importance of responsibility.The reflective diary of nursing students in the control group mainly involved three themes: awareness of the importance of humanistic care in nursing;Recognizing the importance of professional knowledge and skills;Recognize the importance of responsibility.The vast majority of nursing students in the intervention group deeply understood the meaning of humanistic care by connecting narrative materials,their own internships or medical experiences,and were able to explore elements of humanistic care,perceive humanistic care behaviors,and trigger in-depth thinking about nursing work.Nursing students in the control group lacked profound insights when expressing their understanding of humanistic care.ConclusionsCompared with traditional teaching,the application of narrative pedagogy in "Medical Nursing" is more conducive to the improvement of nursing students’ humanistic care ability,and has positive effects on improving nursing students’ theoretical and practical achievements,teaching satisfaction,and enhancing empathy and professional identity,providing practical basis and reference significance for the promotion and application of narrative pedagogy in nursing education.