院-校一体化人文关怀教育对实习护生人文关怀能力的影响

Effect of humanistic caring education deliveried by hospital-school integration on the ability of humanistic care of nursing undergraduates

目的探讨院-校一体化(HIS)人文关怀教育模式对实习护生关怀能力的影响。方法60名本科护理实习学生随机均分为实验组和对照组。实验组每周采用自传体记忆、患者病痛叙事、反思等叙事教育方法进行一次HIS人文关怀辅导课。对照组每周进行一次医院组织的常规人文关怀讲座。结果辅导前,两组学生关怀能力总分相仿[(127.96±24.04)分vs.(128.05±22.17)分](P>0.05)。实习3个月后,实验组护生关怀能力和共情能力测评得分均明显高于对照组[(171.92±19.69)分vs.(139.11±21.71)分和(63.44±11.07)分vs.(55.82±12.11)分](P<0.05)。结论HIS人文关怀教育模式能有效提高实习护生人文关怀能力。

Objective To investigate the effects of the humanistic caring education schema deliveried by hospital-school integration （HIS） on the humanistic care ability of nursing undergraduates. Methods A total of 60 nursing students undergoing clinical practice was equally randomized into two groups. The students in group A were given HIS humanistic caring narrative education lessons about autobiography memory, patients-related narrative and self-examination once a week for three months. The students in group B received conventional humanistic caring lecture given by hospital once a week for three months. Results The total points calculated from the nursing student＇s humanistic caring ability scale in group A were similar to those in group B before coaching [（127. 96± 24. 04） points vs. （ 128. 05± 22.17） points] （P〉0. 05）. After three-month coaching, the aggregate score of the humanistic care ability of nursing in group A was higher than that in group B [（171.92±19.69） points vs. （139. 11± 21.71） points] （P〈0. 05）. So did the aggregate score of empathy[（63.44± 11.07） points vs. （55.82± 12.11） points] （P〈0.05）. Condussion The HIS humanistic caring narrative education can effectively improve the humanistic caring ability of nursing undergraduates.