目的:探讨融入叙事医学理念的三阶段任务驱动教学在成人护理学教学中的应用效果。方法:采用便利抽样选取2019级护理本科生93人为对照组,2020级护理本科生96人为观察组,对照组采用传统三阶段任务驱动教学法,观察组在此基础上全程融入叙...目的:探讨融入叙事医学理念的三阶段任务驱动教学在成人护理学教学中的应用效果。方法:采用便利抽样选取2019级护理本科生93人为对照组,2020级护理本科生96人为观察组,对照组采用传统三阶段任务驱动教学法,观察组在此基础上全程融入叙事医学理念。两组分别于教学前、后采用医学叙事能力量表和关怀能力量表进行评价。结果:教学前两组医学叙事能力、人文关怀能力评分差异均无统计学意义(均P > 0.05),教学后观察组医学叙事能力评分(151.26 ± 17.12)、人文关怀能力评分(186.96 ± 16.21)均明显高于对照组(143.66 ± 17.51, 179.39 ± 16.54) (均P Objective: To explore the effect of three-stage task-driven teaching method with narrative medicine in adult nursing teaching. Methods: A convenience sampling method was adopted to select 93 nursing undergraduates from grade 2019 as control group, while 96 nursing undergraduates from grade 2020 as intervention group. Routine three-stage task-driven teaching method was applied to the control group, while the intervention group received narrative medicine education based on the teaching method of control group. Narrative Competence Scale and Caring Ability Inventory were used before and after teaching. Results: Before teaching, there was no significant difference between two groups regarding to narrative competence and humanistic care ability (all P > 0.05). While after teaching, the score of narrative competence (151.26 ± 17.12 vs.143.66 ± 17.51) and humanistic care ability (186.96 ± 16.21 vs.179.39 ± 16.54) in the intervention group were higher than those in the control group (all P < 0.05). Conclusions: Three-stage task-driven teaching method with narrative medicine theory can improve the narrative competence and humanistic care ability of nursing undergraduates.展开更多
文摘目的:探讨融入叙事医学理念的三阶段任务驱动教学在成人护理学教学中的应用效果。方法:采用便利抽样选取2019级护理本科生93人为对照组,2020级护理本科生96人为观察组,对照组采用传统三阶段任务驱动教学法,观察组在此基础上全程融入叙事医学理念。两组分别于教学前、后采用医学叙事能力量表和关怀能力量表进行评价。结果:教学前两组医学叙事能力、人文关怀能力评分差异均无统计学意义(均P > 0.05),教学后观察组医学叙事能力评分(151.26 ± 17.12)、人文关怀能力评分(186.96 ± 16.21)均明显高于对照组(143.66 ± 17.51, 179.39 ± 16.54) (均P Objective: To explore the effect of three-stage task-driven teaching method with narrative medicine in adult nursing teaching. Methods: A convenience sampling method was adopted to select 93 nursing undergraduates from grade 2019 as control group, while 96 nursing undergraduates from grade 2020 as intervention group. Routine three-stage task-driven teaching method was applied to the control group, while the intervention group received narrative medicine education based on the teaching method of control group. Narrative Competence Scale and Caring Ability Inventory were used before and after teaching. Results: Before teaching, there was no significant difference between two groups regarding to narrative competence and humanistic care ability (all P > 0.05). While after teaching, the score of narrative competence (151.26 ± 17.12 vs.143.66 ± 17.51) and humanistic care ability (186.96 ± 16.21 vs.179.39 ± 16.54) in the intervention group were higher than those in the control group (all P < 0.05). Conclusions: Three-stage task-driven teaching method with narrative medicine theory can improve the narrative competence and humanistic care ability of nursing undergraduates.
