The Cultivation Of Nursing Collage Students’ Care Ability Based On Humanistic Care Quality Structure Theory Model

Background The essence of nursing is care.With the development of medical and health undertakings in the new era,the national laws and regulations continuously improving,people’s awareness of health,legal awareness and rights protection as well as the quality and ability of nursing services have also improved.Therefore,people in nowadays put forward better requirements for the nursing service,nursing behaviors and better quality of nurses.The low caring ability of nursing staff will seriously affect and restrict the development of doctor-patient relationship.Improving the human care ability of nursing staff is the core indicator for improving the quality of nursing services.At present,most colleges and universities have not yet opened nursing humanities care courses,The awareness of nursing care is weak,and the phenomenon of lack of care ability often appears after entering the clinic.In the early stage of clinical internship,caring education for nursing students is of great significance to improving their humanistic care ability and professional competence,so as to improve the overall quality of the nursing team.Objective To understand the current situation of the humanistic care ability of nursing collage students,to explore the training method of nursing ability based on Humanistic Care Quality Structure Theory Model and to provide a reference for the cultivation of humanistic care for nursing students.Method 1.Using the method of cluster sampling,select 144 students from the the same school of a top three hospital,Number the nursing students and divide them into experimental group and control group,including 72 experimental group and 72 control group.2.Before the experiment,some students were selected for interviews by purpose sampling method to understand the status of their care ability and the need for care education,to provide reference for the experimental group teaching design.3.The control group adopts the routine clinical teaching mode,which is divided into three parts: pre-hospital training,one-on-one teaching,and specialist training.The experimental group is based on the conventional clinical teaching mode and based on the theoretical model of nurses’ humanistic care quality.Develop relevant training courses,the content is divided into "melting ice and breaking ice","growth navigation","skill training","ability improvement","practice drill","team learning",six teaching sections,90 min for once,a total of 13 courses.4.Observation indicators: Before and after the experimental intervention,the Caring Ability inventory(CAI)and the Interpersonal Reactivity Index(IRI-C)were used to evaluate the humanistic care ability and empathy ability of the nursing students.Result 1.Before the intervention,There was no significant difference in the humanistic care ability and empathy ability scores between the two groups(P>0.05).the experimental group nursing students’ humanistic care ability total score(175.64±8.53),the control group(177.98±5.17)were lower than the international norm(211.58±20.52),The cognition,courage,patience dimensions of two groups were lower than the international norm,and the difference was statistically significant(P<0.05).After the intervention,the experimental group’s humanistic care ability total score(203.92±17.79)was lower than the international norm(211.58±20.52),but the cognition(80.50±9.53)dimension has reached the international norm level(80.22 ± 7.56),The patience dimension(63.50 ± 4.33)has reached the international norm(63.11 ± 4.19),the courage dimension(58.92±11.85)was lower than the international norm(68.25±11.57);the control group’s humanistic care ability total score and cognition,patience and courage dimensions were lower than the international norm.2.Comparison of the two groups after the intervention the experimental group’s total score(203.92±17.79)of the nursing care ability was higher than the control group(189.41±18.24),and the difference was statistically significant(P<0.05);the experimental group’s cognitive and patience dimensions were higher than the control group,the difference was statistically significant(P<0.05).there was no significant difference(P>0.05)between the experimental group’s courage dimension.Emotional ability selection,the experimental group’s total score(60.31±10.02)was higher than the control group(55.13±12.61),and the difference was statistically significant(P<0.05);the experimental group’s opinion selection,compassionate care,physical and mental anxiety three dimensions were higher than the control group,the difference was statistically significant(P<0.05);there was no significant difference(P>0.05)between the imagination dimension of two groups.3.Self-control before and after intervention After intervention,In the aspect of experimental group’s care ability,the total score of experimental group(203.92±17.79)were higher than those before the intervention(173.64±8.53),and the difference was statistically significant(P<0.05).The difference of cognitive,courage,patience three dimensions were statistically significant(P<0.05).After intervention,In the aspect of experimental group’s empathy ability,The total scores of experimental group(60.31±10.02)were higher than those before the intervention(50.33±9.42),and the difference was statistically significant(P<0.05).The difference of opinion selection,compassionate care,physical and mental anxiety,imagination four dimensions were statistically significant(P<0.05).After intervention,In the aspect of control group’s care ability,the total score of control group(189.41±18.24)were higher than those before the intervention(177.98±5.17),and the difference was statistically significant(P<0.05);the difference of cognitive,courage,patience three dimensions were statistically significant(P<0.05).In the aspect of experimental group’s empathy ability,The total scores of control group(55.13±12.61)were higher than those before the intervention(49.13±8.26),and the difference was statistically significant(P<0.05).the difference of opinion selection,compassionate care dimensions were statistically significant(P<0.05);.and the difference of imagination,mental anxiety two dimensions were no statistically significant(P>0.05).Conclusion 1.The humanistic care ability of collage nursing students needs to be improved.2.The humanistic care ability training program is conducive to the improvement of the care ability level of nursing students,especially in the improvement of the level of cognition and patience.3.The humanistic care ability training program can cultivate the empathy ability of nursing students.especially in the improvement of the level of opinion selection,compassionate care,physical and mental anxiety.