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。
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.
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