中华医学教育杂志

中华医学教育杂志 ›› 2021, Vol. 41 ›› Issue (12): 1090-1094.DOI: 10.3760/cma.j.cn115259-20210620-00781

• 课程改革与建设 • 上一篇    下一篇

广州中医药大学医学生安宁疗护课程教学效果分析

肖文莉1, 周丽群2, 孙咪咪3, 陈莉莉2, 林洁衡2, 陈尧2, 余玲2   

  1. 1广州中医药大学护理学院中医护理与人文教研室 510006;
    2广州中医药大学第一附属医院肿瘤中心 510405;
    3广州中医药大学护理学院2020级护理专业硕士研究生 510006
  • 收稿日期:2021-06-20 发布日期:2021-11-29
  • 通讯作者: 余玲, Email: yuling@gzucm.edu.cn, 电话: 020-36596356
  • 基金资助:
    广东省教育科学“十三五”规划2020年度研究项目(2020GXJK423);广东省哲学社会科学“十三五”规划2018年度学科共建项目(GD18XGL45);广州中医药大学2021年度人文社科一般培育项目(2021SKYB10)

Teaching effect of end-of-life care course for medical students in Guangzhou University of Chinese Medicine

Xiao Wenli1, Zhou Liqun2, Sun Mimi3, Chen Lili2, Lin Jieheng2, Chen Yao2, Yu Ling2   

  1. 1Department of Traditional Chinese Medicine Nursing and Nursing Humanities, School of Nursing, Guangzhou University of Chinese Medicine, Guangzhou 510006, China;
    2Department of Oncology, The First Affiliated Hospital, Guangzhou University of Chinese Medicine, Guangzhou 510405, China;
    3Master Degree Candidate, Nursing Major, Enrolled in 2020, School of Nursing, Guangzhou University of Chinese Medicine, Guangzhou 510006, China
  • Received:2021-06-20 Published:2021-11-29
  • Contact: Yu Ling, Email: yuling@gzucm.edu.cn, Tel: 0086-20-36596356
  • Supported by:
    2020 Research Project of the 13th Five-Year Plan for Guangdong Education Science (2020GXJK423); 2018 Discipline Joint Development Project of the 13th Five-Year Plan for Guangdong Philosophy and Social Science (GD18XGL45); 2021 General Cultivation Project for the Study of the Humanities and Social Sciences of Guangzhou University of Chinese Medicine (2021SKYB10)

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摘要： 目的 探讨在广州中医药大学开展安宁疗护课程教学的效果。方法 采用量性与质性相结合的方法,2020年10月至12月,选取我校选修安宁疗护课程的66名医学生作为研究对象,在安宁疗护课程教学前后采用中文版死亡态度描绘量表(修订版)(DAP-R)和中文版佛罗梅尔特临终关怀态度量表-B表(FATCOD-B)分别对学生进行问卷调查,并于课程结束后要求学生书写学习体会。采用配对样本t检验、Wilcoxon符号秩和检验和内容分析法对调查结果和学习体会进行分析。结果 课程结束后医学生的死亡逃避得分[2.00(0.80)分比2.50(1.00)分]和死亡恐惧得分[(2.19±0.63)分比(2.43±0.65)分]均低于课前,其差异均具有统计学意义(均P<0.01);课后医学生的安宁疗护态度总分高于课前[119.00(12.00)分比107.50(12.00)分],其差异具有统计学意义(P<0.01)。学习体会分析形成“学习收获”和“课程反馈”2个主题。“学习收获”主题包括“正视死亡和思考生命”“了解并认同安宁疗护”“感悟医学人文精神”3个亚主题;“课程反馈”主题包括“对课程表示认可和满意”“建议增加实践和扩大听课学生范围”2个亚主题。结论 安宁疗护课程得到医学生的认可,有助于减轻医学生的死亡恐惧和死亡逃避心理、改善其安宁疗护态度并提高其医学人文素养。

关键词: 安宁疗护, 死亡态度, 教学效果, 医学生

Abstract: Objective To evaluate the teaching effect of end-of-life care course in Guangzhou University of Chinese Medicine. Methods A combined quantitative and qualitative evaluation method was adopted. A total of 66 undergraduates in our university were selected as the research subjects from October to December 2020. Before and after the end-of-life care course teaching, the Chinese version of the death attitude profile-revised (DAP-R) and the Chinese version of the frommelt attitude toward care of the dying scale-form B (FATCOD-B) were used to conduct questionnaire surveys, and the students were asked to write personal learning experience after the course. Paired sample t-test, Wilconxon signed rank test and content analysis were used to analyze the data. Results After the course teaching, the scores of death avoidance[2.00 (0.80) vs. 2.50 (1.00)] and fear of death [(2.19±0.63) vs. (2.43±0.65) ] decreased significantly (all P<0.01), while the total score of hospice care attitude increased significantly [119.00 (12.00) vs. 107.50 (12.00), P<0.01]. Two themes were formed by analyzing the learning experience documents: “learning gains” and “course feedback”. The theme of “learning gains” included three sub-themes: “facing death and thinking about life”, “understanding and accepting the concept of hospice care” and “comprehending the humanistic spirit of medicine”. The theme of “course feedback” included two sub-themes: “recognition and satisfaction with the course” and “suggestions to strengthen practice training and expand the scope of students”. Conclusions End-of-life care course was recognized by medical students and can help them to reduce fear of death and death avoidance, improve hospice care attitude as well as enhance humanistic quality.

Key words: End-of-life care, Death attitude, Teaching effect, Medical students

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