正反例微视频反思性教学法在本科护生护患沟通能力和共情能力培养中的应用研究

Research on the application of positive and negative micro-video reflective teaching method in the cultivation of nurse-patient communication ability and empathy ability

目的:探讨正反例微视频反思性教学法在本科护生护患沟通能力、沟通技能态度和共情能力培养中的影响与效果。方法:整群选取某高校护理学院的本科1班(82人)和2班(80人)两组护生,以抛硬币法将其分为对照组和试验组,对照组采用传统教学法,试验组在此基础上采用正反例微视频反思性教学法。在干预前及干预后10周应用护理专业学生护患沟通能力评价量表、医学生沟通技能态度量表和共情能力量表评价护生的护患沟通能力、沟通技能态度和共情能力变化情况。结果:干预10周后试验组护生的护患沟通能力、沟通技能态度和共情能力得分均高于对照组(P<0.05)。而干预10周后试验组负性态度维度得分低于对照组,但两组之间的差异无统计学意义(P>0.05)。重复测量方差分析显示,两组护生护患沟通能力得分的组间效应差异具有统计学意义(P<0.05);两组护生护患沟通能力得分的时间效应差异具有统计学意义(P<0.05);两组护生护患沟通能力得分的干预与时间因素存在交互效应(P<0.05)。结论:正反例微视频反思性教学法能够提高本科护生的护患沟通能力、改善护生的沟通技能态度以及共情能力,有助于护生建立正性的沟通技能态度。

Objective:To probe into the effect of the micro-video reflective teaching method of positive and negative cases in the cultivation of nurse-patient communication ability,communication skills attitude,and empathy ability of nursing undergraduates.Methods:A group of undergraduates from Class 1(82 students)and Class 2(80 students)of a college of nursing were selected and randomly divided into control group and experimental group by coin flipping method.The control group adopted traditional teaching method,and the experimental group adopted positive and negative micro-video reflective teaching method on this basis.On this basis,the experimental group received positive and negative examples of the micro-video reflective teaching method.Before the intervention and 10 weeks after the intervention,the nursing students′nurse-patient communication ability,communication skills attitude,and empathy ability were evaluated by the Nurse-Patient Communication Ability Evaluation Scale for Nursing Students,Communication Skills Attitude Scale(CSAS),and The Jefferson Scale of Empathy(JSE).Results:After 10 weeks of intervention,the scores of nurse-patient communication ability,communication skills attitude,and empathy ability of nursing students in the experimental group were higher than those in the control group,and the difference was statistically significant(P<0.05);the negative attitude dimension score of the experimental group was lower than that in the control group,but the difference between the two groups was not statistically significant(P>0.05).Repetitive measure analysis of variance(ANOVA)showed that in the nurse-patient communication ability score,the intergroup effect difference between the two groups was statistically significant(P<0.05);the time-effect difference between the two groups was statistically significant(P<0.05).There was an interaction effect between the intervention and the time factor of the scores of nurse-patient communication skills in the two groups(P<0.05).Conclusions:The micro-video reflective teaching method of positive and negative cases could improve nursing undergraduates′communication skills with nurses and patients,improve their communication skills,attitudes,and empathy skills,and help nursing students to establish positive communication skills and attitudes.