叙事干预在有厌学倾向的高职护理专业学生中的应用研究

The application of narrative intervention in nursing students with weariness of learning in a higher vocational college

目的探讨叙事干预在高职护理专业学生中的应用方法和效果。方法选取30名有厌学倾向的一年级高职护理专业学生,对其开展为期5个月的叙事干预。叙事干预主要包括以下过程:建立关系,产生共情;问题外化,解构故事;树立榜样,改写故事;以身作则,持续认可。观察学生的学习状况和学习效果,并采用大学生厌学心理量表、学业自我效能感量表进行评价。结果叙事干预后学生厌学心理评分低于干预前(P<0.05),学业自我效能感高于干预前(P<0.05),学生成绩排名高于叙事前(P<0.05)。上课出勤率从70%上升到92%,迟到早退发生率从30%下降到5%。结论叙事干预能有效纠正学生的厌学心理,提高学习成绩,提升学业自我效能感。

Objective To explore the effects of narrative intervention in nursing students with weariness of learning in a higher vocational college.Methods Thirty first-year nursing students with weariness of learning in a higher vocational college were recruited.Narrative intervention was carried out for 5 months.Contents of the narrative intervention included:establishing relationships and generating empathy;deconstructing the story;setting an example and rewriting the story;and recognizing and accepting oneself.The students'learning status and learning effect were observed and evaluated by the college students'weariness scale and the academic self-efficacy scale.Results After the narrative intervention,the psychological score of students'weariness was lower than that before the intervention(P<0.05),the sense of academic self-efficacy was higher than that before the intervention(P<0.05),and the ranking of academic performance was improved(P<0.05).The attendance rate in class increased from 70%to 92%,and the incidence of late arrival and early leave decreased from 30%to 5%.Conclusion Narrative intervention can effectively correct students'learning weariness,improve their academic performance and improve their academic self-efficacy.