The influence of narrative medicine teaching on the professional self-concept and professional values of nursing students

doi:10.3760/cma.j.issn.1673-677X.2019.06.003

Abstract

Abstract: 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.

Key words: Narrative medicine, Nursing professional self-concept, Nurses professional values, Influence

CLC Number:

R47-05

Jin Zonglan, Chen Pingping, Wang Yan, Yang Qiaolan, Hu Shaohua. The influence of narrative medicine teaching on the professional self-concept and professional values of nursing students[J]. Chinese Journal of Medical Education, 2019, 39(6): 425-429.

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