Study On Medical Humanism Education For Nursing Speciality

OBJECTIVE:1. To understand the status quo of the abilities in human care,interpersonal care and clinical care among nursing professionalstudents; to analysis the deficiency of humanistic solicitude literacy ofnursing professional students.2. Exploring the teaching content, proper teaching time, teachingmeans and teaching methods in systematic education of nursingprofessional students’ humanistic care in order to improve the humancaring ability, interpersonal care ability, clinical care ability ofliteracy.METHOD：1. This study adopted self-designed questionnaire “cognitivequestionnaires of care related problems” to investigate the humancaring ability, interpersonal care ability, clinical care ability inhumanistic solicitude. We convenient extracted95of2007grade and 55of2006grade nursing professional female students to do thequestionnaire. And with95of2007grade nursing professional femalestudents as intervention group, and55of2006grade nursingprofessional female students as control group. We carried outhumanistic care education for the intervention group by selecting theteaching contents, the appropriate time, the appropriate teachingmeans and methods and the control group was taught by traditionalteaching methods.RESULT:1. The baseline survey shows that the abilities in human care,interpersonal care and clinical care among nursing professionalstudents fail to achieve higher level. Before the intervention, theintervention group’s score in the dimensionality of human care,interpersonal care and clinical care literacy are27.848±3.871,13.337±3.039,22.815±3.238. There is no significant difference（P﹥0.05）between the comparison of two group of home place and thatwhether they are only child.2. The result of individual’s basic information shows that students getlittle care from teachers and classes.3. Teachers carry out the intervention according to the teachingcontents, the appropriate time and the appropriate teaching methods.Before the intervention, the comparison of two group of students’ score in human caring, interpersonal care and clinical care shows nostatistical difference(P﹥0.05); all the three dimensionality of theintervention group’s scores improve and show statistical differences(P﹤0.05); after the intervention, the comparison of two group ofstudents’ score in interpersonal care and clinical care shows statisticaldifferences (P﹤0.05) and no statistical difference in human caring (P﹥0.05); the dimensionality of human caring of the control group’sscore shows statistical differences (P﹤0.05), and the scores ofinterpersonal care and clinical care show no statistical difference (P﹥0.05).CONLUSION：1. The baseline survey shows that students’ humanistic care literacycannot be achieved if it’s not through the cultivation of a purpose inthe teaching process.2. Before the intervention, there is no statistical difference between thecomparison of two group of students’ score in human caring,interpersonal care and clinical care ability (P﹥0.05), and the twogroup of students are comparable. After the intervention, theintervention group students’ scores are statistically different (P﹤0.05)increased, and the control group students’ score only in human caringis statistically different increased(P﹤0.05). The results above showthat interpersonal care and clinical care literacy can be highly promoted according to the purposeful education and human caringliteracy related to the experience growth.