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.
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
.
DOI: 10.3760/cma.j.issn.1673-677X.2019.06.003
[1]Brown R, Griggs M, Cummins J, et al. What can a brief narrative exercise reveal about medical students' development as patient-centered physicians and their attitudes toward patients with mental illness?[J]. Acad Psychiatry, 2015, 39(3):324-328. DOI: 10.1007/s40596-015-0291-3.
[2]Birigwa SN, Khedagi AM, Katz CJ. Stop, look, listen, then breathe: The impact of a narrative medicine curriculum on pediatric residents (descriptive abstract)[J].Academic Pediatrics,2017,17(5):e40-e41. DOI: 10.1016/j.acap.2017.04.120.
[3]Grace S, Innes E, Patton N, et al. Ethical experiential learning in medical, nursing and allied health education: A narrative review[J]. Nurse Educ Today,2017,51:23-33. DOI: 10.1016/j.nedt. 2016.12.024.
[4]丁杨,孔祥国.叙事教学法视角下医学生医学叙事能力的培养[J].中国继续医学教育,2014,6(3):105-107.DOI:10.3969/J.ISSN.1674-9308.2014.03.067.
[5]Hardcastle SJ, Fortier M, Blake N, et al. Identifying content-based and relational techniques to change behaviour in motivational interviewing[J]. Health Psychol Rev, 2017,11(1):1-16. DOI: 10.1080/17437199.2016.1190659.
[6]郭雪岭, 刘亚楠, 于静蕊. 神经科护士专业自我概念与主观幸福感的现状及相关性研究[J].护理研究,2016,30(2):157-160. DOI: 10.3969/j.issn.1009-6493.2016.02.010.
[7]李瑾, 蒋维连, 郭阳. 员工援助计划服务对男护士职业价值观和职业认同感的影响[J].护理管理杂志,2017,17(4):295-296. DOI: 10.3969/j.issn.1671-315X.2017.04.024.
[8]谭春苗, 周向东, 朱艳, 等. 基于师生一体化临床实习教学模式对实习护士护理核心能力培养效果的评价[J].中华医学教育杂志,2018,38(3):355-359.DOI:10.3760/cma.j.issn.1673-677X.2018.03.009.
[9]Pentiado JA, De Almeida HO, Amorim FF, et al. Love and the value of life in health care: A narrative medicine case study in medical education[J]. Perm J, 2016,20(2):98-102. DOI: 10.7812/TPP/15-067.
[10]李明霞. 叙事医学在护理领域中的应用与启示[J].中国护理管理,2016,16(3):430-432. DOI: 10.3969/j.issn.1672-1756.2016.03.038.
[11]马华, 李文轶, 张爱云, 等. 叙事医学背景下临床实习教学模式的探索[J].中国高等医学教育,2017(3):95-96. DOI: 10.3969/j.issn.1002-1701.2017.03.046.
[12]刘泽豫, 翟玥, 段茗玉, 等. 医学生从医意愿现状调查及其与医疗执业环境的相关性分析[J].中华医学教育杂志,2018,38(1):17-21. DOI: 10.3760/cma.j.issn.1673-677X.2018.01.004.
[13]Huang CD, Liao KC, Chung FT, et al. Different perceptions of narrative medicine between Western and Chinese medicine students[J]. BMC Med Educ, 2017,17(1):85. DOI: 10.1186/s12909-017-0925-0.
[14]Murphy JW, Choi JM, Cadeiras M. The role of clinical records in narrative medicine: A discourse of message[J]. Perm J, 2016,20(2):103-108. DOI: 10.7812/TPP/15-101.
[15]Muneeb A, Jawaid H, Khalid N, et al. The art of healing through narrative medicine in clinical practice: A reflection[J]. Perm J, 2017,21:17-013. DOI: 10.7812/TPP/17-013.
