摘要
目的 探讨叙事医学教育对助产专业本科生共情能力和人文关怀能力的影响。方法 选取某校2018级117名学生为对照组,采用线上线下混合式教学形式开展助产学课程;2019级115名学生为试验组,在对照组的基础上将叙事医学教育融入助产学课程中。分别采用Jefferson共情表—护生版和关爱能力评价表测量并比较两组教学后的共情能力和人文关怀能力。结果 教学后,试验组共情能力总分(96.10±4.86)及观点采择(46.55±3.71)、同情心(42.23±2.44)、换位思考(7.32±1.54)3个维度得分均高于对照组,差异具有统计学意义(均P<0.001);人文关怀能力总分(212.80±9.16)及理解(82.81±4.20)、勇气(68.03±4.66)、耐心(61.97±4.84)3个维度得分均高于对照组,差异具有统计学意义(均P<0.001)。结论 助产学课程中融入叙事医学教育有助于提升助产专业本科生的共情能力和人文关怀能力。
Objective To explore the influence of narrative medical education on empathy and humanistic care ability of midwifery undergraduates.Methods One hundred and seventeen students in 2018 were included in the control group,and 115 students in 2019 were included in the experimental group.The control group adopted blended online and offline teaching,while the experimental group carried out a narrative medical education based on the teaching method of control group.The empathy ability and humanistic care ability of the two groups were compared before and after teaching.Results After narrative education,the total score of empathy ability(96.10±4.86),viewpoint selection(46.55±3.71),empathy(42.23±2.44),and perspective-taking(7.32±1.54) in the experimental group were higher than those in the control group,and the differences were statistically significant(all P<0.001).The total score of humanistic care ability(212.80±9.16),the scores of understanding(82.81±4.20),courage(68.03±4.66) and patience(61.97±4.84) were higher than those of the control group,and the differences were statistically significant(all P< 0.001).Conclusion Narrative medical education has a significant effect on the cultivation of empathy ability and humanistic care ability of midwifery undergraduates.
作者
杨淑珍
郑海燕
郭萍
赵雷
杨小梅
YANG Shuzhen;ZHENG Haiyan;GUO Ping;ZHAO Lei;YANG Xiaomei
出处
《中华护理教育》
CSCD
北大核心
2023年第6期672-677,共6页
Chinese Journal of Nursing Education
基金
2023年甘肃省高等教育教学成果培育项目
2022年甘肃省高等学校创新创业教育教学改革研究项目。
关键词
助产学
叙事医学教育
共情能力
人文关怀能力
Midwifery
Narrative medical education
Empathy ability
Humanistic care ability
