目的 探讨叙事医学方式教学对护理学专业学生的专业自我概念和职业价值观的影响。方法 选取2016年1月~2017年12月在安徽医科大学第一附属医院泌尿外科实习的安徽省4所高校2013级四年制护理学专业216名学生为研究对象,对其进行叙事医学方式教学,采用护理专业自我概念量表(Professional Self-concept of Nurses Instrument,PSCNI)和护士职业价值观量表(Nursing Professional Values Scale-R,NPVS-R),在学生入科时和出科前分别进行调查,比较叙事医学方式教学对护理学专业学生的专业自我概念和职业价值观的影响。结果 教学后,学生的专业自我概念总分由(72.15±4.49)分上升至(93.55±3.99)分,其差异具有统计学意义(t=21.89,P＜0.001);其中,领导维度评分由(8.90±1.61)分上升至(10.65±1.37)分,技能维度评分由(12.33±1.72)分上升至(13.55±1.30)分,沟通维度评分由(11.75±1.51)分上升至(14.60±1.22)分,灵活性维度评分由(17.75±2.08)分上升至(21.47±1.24)分,满意度维度评分由(21.43±3.22)分上升至(29.27±2.16)分,满意度维度评分上升幅度最大,各维度评分差异均具有统计学意义(均P＜0.05)。教学后,学生的职业价值观评分由(85.08±5.14)分上升至(101.25±4.38)分,其差异具有统计学意义(t=20.65,P＜0.001);其中,照顾提供维度评分由(35.90±2.76)分上升至(41.90±2.12)分,行为主义维度评分由(25.23±3.04)分上升至(32.80±2.05)分,责任/自由维度评分由(15.48±1.95)分上升至(18.95±1.41)分,信任维度评分由(8.18±1.27)分上升至(10.60±1.19)分,各维度评分差异均具有统计学意义(均P＜0.05)。结论 叙事医学方式教学强化了护理学专业学生的护理专业自我概念并提升了其职业价值观。
Objective To explore the influence of narrative medicine on the professional self-concept and professional values of nursing students. Methods A total of 216 4-year nursing students majoring in urology from January 2016 to December 2017 in the Department of Urology, the First Affiliated Hospital of Anhui Medical University were selected as subjects. Narrative medicine teaching was conducted among 216 students majoring in nursing in grade 2013 from four schools. The Professional Self-concept of Nursers Instrument (PSCNI) and Nurse Professional Values Scale-R (NPVS-R) were used to investigate the students when they entered the Department and before leaving the department, respectively, in order to compare narrative medicine. The influence of learning style teaching on professional self-concept and professional values of nursing students. Results After intervention, the total score of professional self-concept of nursing students increased from (72.15±4.49) to (93.55±3.99), with statistically significant difference (t=21.89,P<0.001).Among them, the leadership dimension increased from (8.90±1.61) to (10.65±1.37), the skill dimension from (12.33±1.72) to (13.55±1.30), the communication dimension from (11.75±1.51) to (14.60±1.22), the flexibility dimension from (17.75±2.08) to (21.47±1.24), the satisfaction dimension from (21.43±3.22) to (29.27±2.16), and the satisfaction dimension increased from (21.43±3.22) to (29.27±2.16). Dimensional scores increased the most, and all dimensions were P<0.05.After intervention, the score of the occupational value scale of nursing students increased from (85.08±5.14) to (101.25±4.38), with statistically significant difference (t=20.65,P<0.001).Among them, the dimension of care provision increased from (35.90±2.76) to (41.90±2.12), the dimension of behaviorism increased from (25.23±3.04) to (32.80±2.05), the dimension of responsibility / freedom increased from (15.48±1.95) to (18.95±1.41), and the dimension of trust significantly increased from (8.18±1.27) to (10.60±1.19), with a comparative average of P<0.05. Conclusions The clinical humanistic teaching method with the mode of narrative medicine strengthens self-concept of nursing students and improves their professional values.
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