叙事教育在手术室护理本科实习生临床教学中的应用

Application of narrative education in clinical teaching of nursing students in operating room

目的探讨叙事教育在手术室护理本科实习生临床教学中的应用效果。方法选取2014年8月至2015年1月进入手术室实习的护理本科生130人为对照组,采用传统的教学方法;2015年8月至2016年1月进入手术室实习的护理本科生138人为观察组,在传统教学方法的基础上融入叙事教育法。在入科实习前、实习结束时应用职业认同量表、关爱能力评价量表、批判性思维能力测量表对两组进行测量,并在实习结束时进行理论和操作考核。结果观察组实习结束时各量表评分与本组实习前及对照组实习结束时比较,差异有统计学意义(均P<0.01);实习结束时观察组理论成绩、操作成绩显著优于对照组(均P<0.01)。结论叙事教育法有利于培养护理本科实习生的关爱能力、批判性思维能力,提升其职业认同感,有助于教学相长,促进理论和操作成绩的提高。

Objective To explore the effect of narrative education in clinical teaching of nursing students in operating room. Methods One hundred and thirty baccalaureate nursing students practicing in operatiD.g room between August 2014 and January 2015 were treated as the control group and received traditional teaching, their counterparts practicing in operating room hetween August 2015 and January 2016 were served as the observation group （n = 138） and subject to narrative education. The Professional Identity Scale, Caring Ability Inventory and Critical Thinking Disposition Inventory were filled out by both groups before and after practicing in operating room, and theoretical and practical examinations were conducted after operating room practice. Results The scores of 3 questionnaires were significantly higher in the observation group after the intervention comparing to before the intervention and the control group （P〈0.01 for all）. The scores of theoretical and practical examination in the observation group were significantly higher than the control group （P〈0. 01 for both）. Conclusion Narrative education is beneficial to cultivate caring ability and critical thinking of nursing students, promote professional identity and theoretical and practical performance.