叙事教育在提升护理本科新生职业认同水平中的应用研究  

The effects of narrative education on improving the professional identity of undergraduate freshmen majored in nursing

作　　者：胡燕[1] 宇寰[1] 章新琼[1] 赵梅[1] 王颍[1] 张丽 HU Yan(School of nursing, Anhui medical university, Hefei, Anhui, 230601, China)

机构地区：[1]安徽医科大学护理学院,安徽合肥230601

出　　处：《齐齐哈尔医学院学报》2019年第8期1026-1028,共3页Journal of Qiqihar Medical University

基　　金：安徽省省级教学研究项目(2017jyxm0929);中国生命关怀协会人文护理专委会科研项目(RW2016AM04);安徽省省级校企合作实践教育基地项目(2016sjjd042);安徽医科大学校级质量工程项目(2017083)

摘　　要：目的探讨叙事教育在提升护理本科新生职业认同水平中的应用效果。方法提取6个主题,在2018级342名护理本科新生中以一线临床教师自身成长故事与临床工作实践经历为素材开展叙事教育。干预前后采用护生职业认同感问卷对护生进行调查,并于干预后收集护生对教学的反馈。结果教学前后护生职业认同的条目均分为(3.36±0.56)分和(3.70±0.64)分,总问卷得分为(57.17±9.55)分和(62.92±10.91)分,各维度与总问卷得分的前后差异均有统计学意义;护生对教学模式的满意度均在96%以上。结论叙事教育能有效提升护理本科新生的职业认同水平。Objective To explore the application effect of narrative education on improving the professional identity of undergraduate freshmen majored in nursing.Methods According to the extracted six themes,the clinical nursing teachers’ own growth stories and clinical work experience were used as the materials in narrate education among 342 nursing undergraduate freshmen of grade 2018.Before and after the intervention,the nursing students were investigated with the Professional Identity Questionnaire for Nurse Students,and the students’ feedback on teaching was also collected after the intervention.Results Before and after the intervention,the scores of the items on professional identity were(3.36 ± 0.56) points and(3.70 ± 0.64) points each,the total questionnaire scores were(57.17±9.55) points and(62.92±10.91) points respectively,the differences of the scores before and after the invention were statistically significant.Nursing students’ satisfaction on the teaching mode was above 96%.Conclusions Narrative education could effectively improve the professional identity of newly admitted nursing undergraduates.

关 键 词：叙事教育 职业认同 护生 

分 类 号：R642[医药卫生—外科学]