情动理论视域下精神科护理学课程线上教学中学生同理心培养研究

doi:10.3760/cma.j.cn115259-20220105-00012

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (9): 827-831.DOI: 10.3760/cma.j.cn115259-20220105-00012

情动理论视域下精神科护理学课程线上教学中学生同理心培养研究

单亚维¹, 周雪美², 孙连荣³, 祁雯雯⁴, 刘晓⁴

¹上海中医药大学护理学院临床护理教研室,上海 201203;
²上海市虹口区精神卫生中心护理部,上海 200081;
³上海师范大学天华学院应用心理学系,上海 201815;
⁴上海市精神卫生中心护理部,上海 201108

收稿日期:2022-01-05 出版日期:2022-09-01 发布日期:2022-08-29
通讯作者: 单亚维, Email: yaweishan78280@163.com
基金资助:
上海中医药大学第二十期课程建设项目(SHUTCM2021KC064);上海市教育科学研究项目(C19030)

Impact of an online psychiatry nursing course teaching supported by the affect theory on students' empathy

Shan Yawei¹, Zhou Xuemei², Sun Lianrong³, Qi wenwen⁴, Liu Xiao⁴

¹Department of Clinical Nursing, School of Nursing, Shanghai University of Traditional Chinese Medicine, Shanghai 201203, China;
²Department of Nursing, Shanghai Hongqiao Mental Health Center, Shanghai 200081, China;
³Department of Applied Psychology, Shanghai Normal University Tianhua College, Shanghai 201815, China;
⁴Department of Nursing, Shanghai Mental Health Center, Shanghai 201108, China

Received:2022-01-05 Online:2022-09-01 Published:2022-08-29
Contact: Shan Yawei, Email: yaweishan78280@163.com
Supported by:
The 20th Course Construction Project of Shanghai University of Traditional Chinese Medicine (SHUTCM2021KC064); Shanghai Educational Science Research Project (C19030)

摘要/Abstract

摘要： 目的评估精神科护理学课程线上教学对学生同理心的培养效果。方法 2020年2月至4月,采用自身前后对照试验方式,对上海中医药大学2019级三年制护理学专业61名学生开展教学试点。在精神科护理学课程线上教学基础上,基于情动理论融入8例典型德育教学案例、3部情动触发影视题材;采用叙事医学教育方法,通过情动反思表达品质的内省过程及行为。使用杰弗逊医务人员同理心测量量表评估同理心培养效果,以单一条目调查学生精神科职业意向。采用Colaizzi内容分析法对课程反思报告进行编码与分析。结果 68.9%(42/61)的学生具有明确的精神科执业愿意。最终纳入量性分析的配对样本为57例,教学后学生同理心总分高于教学前,差异具有统计学意义[(114.87±13.28)分比(109.93±13.39)分,t=5.00,P<0.001]。质性分析提炼出“领域正名”“能力提升”2个主题及4个亚主题。结论基于情动理论的精神科护理学课程线上教学对学生同理心及择业意向具有显著促进作用。

关键词: 精神科护理学, 在线课程, 情动, 同理心

Abstract: Objective To evaluate the effectiveness of an online psychiatric nursing course on students' empathy cultivation. Methods A pre-and post-test quasi-experimental study was conducted with the second year nursing 61 students enrolled in 2019 from February to April, 2020. Eight psychiatric nursing cases used for moral education were prepared and three film and television products were selected based on the affect theory. Narrative medical education was employed and affective reflections were reported in this online course. Changes in empathy of the students were checked by pre- and post-test self-reported questionnaires evaluated with Jefferson Scales of Empathy, and statistical analysis of pared-samples t test was employed. Psychiatric employment intentions were also reported using single item questionnaire. The Colaizzi analysis method was applied to analyze the reflective writings. Results A total number of 61 nursing students were enrolled in this online course, among them 68.9%(42/61) reported the employment intentions in psychiatric nursing and 57 students completed questionnaires for both pre- and post-test. Results showed that the training outcomes of empathy was significantly improved [(114.87±13.28) vs. (109.93±13.39), t=5.00, P<0.001]. Two themes regarding the moral improvement of this course were extracted, including field justification and capability improvement. Conclusions The results indicate that curriculum design based was on the affect theory in a form of online course for psychiatric nursing improved empathy and facilitated the employment intention.

Key words: Nursing in psychiatry, Online courses, Affect, Empathy

中图分类号:

R-05

单亚维, 周雪美, 孙连荣, 祁雯雯, 刘晓. 情动理论视域下精神科护理学课程线上教学中学生同理心培养研究[J]. 中华医学教育杂志, 2022, 42(9): 827-831.

Shan Yawei, Zhou Xuemei, Sun Lianrong, Qi wenwen, Liu Xiao. Impact of an online psychiatry nursing course teaching supported by the affect theory on students' empathy[J]. Chinese Journal of Medical Education, 2022, 42(9): 827-831.

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情动理论视域下精神科护理学课程线上教学中学生同理心培养研究

Impact of an online psychiatry nursing course teaching supported by the affect theory on students' empathy

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