护生同理心构建对人文关怀行为的培养效果研究

Effects of nursing students' "empathy" construction on their humanistic care behaviors

目的:课题运用"病例为引导(CBS)"联合"以问题为基础(PBL)"的教学模式,通过构建护生同理心,更好地引导和培养护生人文关怀行为。方法:2011年6-7月在我院见习的护生60名,随机分成实验组和对照组,各30人,实验组采用PBL联合CBS的教学法的人文护理见习,对照组采用以授课为基础教学法(LBL)的人文护理见习。两组见习的时间均为2周。结果 :护理见习后,实验组在CBI量表评分、患者反馈评价、带教老师反馈评价方面均优于对照组(P<0.05)。结论:CBS联合PBL教学法的临床带教下的护生人文护理见习,进一步凸显了护理人员作为和患者接触最为密切群体的带教优势,有效促进了护生同理心的构建及人文关怀行为的培养。

Objective：To explore the effects of Case Based Study （CBS） combined with Problem-based Learning （PBL） teaching model on nursing students＆#39; humanistic care behavior. Methods：From June to July 2011, 60 nursing students in our hospital were randomly divided into experimental and control groups, 30 people in each group. The experimental group received humanistic care observation process based on the model of PBL combined with CBS, while the control group got the learning process only based on the method of Lecture based learning. The observation periods were all 2 weeks. Results：After the observation period, the score of Caring Behavior Inventory, patients＆#39; and teacher＆#39;s feedback evaluation score of the experimental group were all higher than the control group （P＆lt;0.05）. Conclusion：Nursing students＆#39; humanistic care practice, especially based on the CBS combined with PBL teaching methods, could highlight teaching advantages of the nurses who worked as ifrst-line medical staff to contact most closely with patients. It was useful to improve nursing students humanistic care behaviors, especially to construct their＆quot;empathy＆quot;.