讲故事作为一种变革性的工具:以叙事为基础的教学如何重塑职业护理实习中的临床教育成果
Le Xiao1, Deqing Peng2, Jindan Zhong2
1School of Medical and Nursing, Xuancheng Vocational and Technical College, Xuancheng, Anhui, China.
Frontiers in medicine
|July 3, 2025
概括
与传统学徒相比,叙事教学显著改善了职业护理实习生的专业身份和临床技能. 这种方法增强学习,团队合作和临床思维,以获得更好的专业发展.
科学领域:
- 护理教育 护理教育
- 教学教育学 在教学上
- 专业发展专业发展
背景情况:
- 在中国职业护理教育中,传统的临床学徒往往无法培养专业身份.
- 这项研究解决了改善方法的需要,以发展护理实习生的专业身份和临床技能.
研究的目的:
- 评估叙事教学在提高职业护理实习生的专业身份和临床能力方面的有效性.
- 将叙述式教学干预与标准学徒培训进行比较.
主要方法:
- 82名临床实习生分为观察组 (叙述式教学) 和对照组 (标准学徒) 的分层集群随机化.
- 叙事教学干预包括讲故事,角色扮演,反思性写作和临床应用周期.
- 评估使用护士专业身份量表,护理实习生核心能力量表和定制教学评估表格.
主要成果:
- 观察组的职业认同和核心能力得分 (P < 0.001) 比对照组要高得多.
- 在叙事组中,个人特征,临床技能,学习兴趣,团队合作和临床思维 (P <0.05) 得到了改善.
- 叙事教学在统计学上显著地对内部发展产生了积极影响.
结论:
- 基于叙事的教学是提高职业护理学生的专业身份和临床能力的有效策略.
- 这种教学方法为护理实习生的整体情感和专业发展提供了有价值的模型.
- 研究结果表明,叙事教学可以提高护理实习的整体质量.
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