护患沟通情景案例教学法对护理本科生共情能力的影响  

The effect of scenario case based learning for nurse-patient communication on empathy of undergraduate nursing students

作　　者：景晨 佟术艳 陈妙虹[2] 林哲欣[2] 罗凝香[2] 吴丽萍[2] 方海云[2] 

机构地区：[1]中山大学南方学院,广东广州510970 [2]中山大学附属第一医院,广东广州510080

出　　处：《现代临床护理》2017年第11期38-42,共5页Modern Clinical Nursing

基　　金：广东省高等教育教学改革研究项目,项目编号为GDJG20142548

摘　　要：目的探讨护患沟通情景案例教学法对护理本科生共情能力的影响。方法选取完成医学基础课及《护理人际沟通》课程学习的护理本科生为研究对象,将2013级的72名护理本科生设为对照组,在课程结束前的复习阶段只进行个体辅导;将2014级的89名护理本科生设为实验组,在复习阶段为学生提供自行编写的《护患沟通情景案例集》,要求学生在自学时思考并写出沟通方案。干预后比较两组护理本科生共情能力的差异。结果干预后实验组护理本科生共情能力优于对照组,差异有统计学意义(P<0.001)。结论护患沟通情景案例教学法弥补了传统教学方法的不足,使护理本科生更懂得站在患者的角度分析问题,并理解患者的内在体验和感受,从而提高共情能力。Objective To study the effect of scenario case based learning for nurse-patient communicationon empathy of undergraduate nursing students. Methods The undergraduate nursing students who had completed the basic nursing courses and the course of ＂communication in nursing＂were enrolled as participants. Seventy-two students recruited in 2013 were assigned as the control group, where only individual guidance was given before taking examination; while eighty-nine students recruited in 2014 as the inter-vention group, where a self-compiled Collection ofScenarios for Nurse-Patient Communication was given when they were preparing for the final examination and the students were required to give their own communication plans based on the scenario cases from the collec-tion. The two groups were compared in view of empathy. Result The intervention group were better in empathy ability assessment, with statistically significant difference （P〈0.001）. Conclusions The scenario case based learning for nurse -patient communication makes up for the shortcomings of traditional teaching methods. It encourages nursing students to think from the patients＇ perspective and improves the empathy ability of students.

关 键 词：护理本科生 共情能力 案例教学法 

分 类 号：G642[文化科学—高等教育学] R47-4[文化科学—教育学]