| Objective:Present situation of humanistic care ability of nursing students and to explore the impact of the humanistic care training with digital stories as the main content on the humanistic care ability and professional identity of clinical nursing students,in order to provide new ideas and solutions for the humanistic care training of clinical nursing students,and improve the humanistic care ability of clinical nursing students.Methods:This study is a quasi-experimental study.A total of 150 nursing students who interned in a Grade A hospital in Jingzhou from July 2019 to March 2020 were randomly selected as the research objects,and 75 students were randomly divided into the experimental group and the control group.In the experimental group,humanistic care training with digital stories as the main content was conducted on the basis of hospital routine humanistic training.The intervention program was formulated by literature review and expert consultation.The control group received routine humanistic care training in hospital.Before the intervention and at the end of the 3rd and 6th month of the intervention,CAI and professional identity rating tables were distributed.Data were collected and entered.SPSS21.0 statistical software was used to enter data and conduct statistical processing.Results:1.Results of general investigationThere was no significant difference in age,gender,educational background,family residence,whether only child,whether relatives were medical staff,whether they had served as class cadres in university,and the choice of nursing specialty between the two groups(P > 0.05),which was comparable.2.The comparison of CAI scores between the experimental group and the control group before and after intervention2.1Before the intervention,there was no significant difference between the experimental group and the control group in the total score of CAI scale of humanistic care and the scores of understanding,courage and patience(P > 0.05),which was comparable.2.2After 3 months’ intervention,the total score and courage dimension score of the experimental group were significantly higher than those of the control group(P < 0.05),while the scores of understanding and patience were not significantly different(P >0.05).2.3 After 6 months of intervention,the total score of CAI scale in experimental group was 194.72±19.28 and that in control group was 183.72±23.42.The scores of comprehension dimension were 79.73±7.91 in experimental group and 76.09± 12.50 in control group.The scores of courage dimension were 54.61±13.61 in experimental group and 49.92± 11.39 in control group.The patient dimension score was 60.37± 5.11 in the experimental group and 57.70±8.19 in the control group.There were significant differences in the total score and three dimensions(P < 0.05).3.The CAI scores were compared between the experimental group and the control group before intervention and 6 months after intervention3.1The total CAI scores of the experimental group before and after intervention were 181.73±19.28,194.72±19.28;The scores of comprehension dimension before and after intervention were 75.72±10.92,79.73±7.91;The scores of courage dimension before and after intervention were 47.61±10.82,54.61±13.61;The scores of patient dimension before and after intervention were 58.40±6.71 and 60.37±5.11.The results showed that the total CAI score and the scores of all dimensions in the experimental group were higher after intervention than before,and the differences were statistically significant(P<0.05).3.2The total CAI scores of the control group were 180.13±19.66 and 183.72±23.42 before and after intervention.The scores of comprehension dimension before and after intervention were 74.24±12.11,76.09±12.50;The scores of courage dimension before and after intervention were 47.98±12.01,49.92±11.39;The scores of patience dimension before and after intervention were 57.90±6.73 and 57.70±8.19.The results showed that the total CAI score,comprehension dimension and courage dimension score of the control group were improved after intervention compared with before intervention,but the improvement was not significant.There was no significant difference in the total scores and scores of each dimension in the control group before and after intervention(P>0.05).4.Comparison of occupational identity scores between the experimental group and the control group before and after intervention4.1 Before intervention,there were no statistically significant differences in the total score and five dimensions of occupational identity scales between the two groups:self-concept,retention benefit and resignation risk,social comparison and self-reflection,autonomy of career choice,and social persuasion score(P>0.05),which was comparable.4.2 After 6 months of intervention,the total score of occupational identity in the experimental group was 67.23±6.07 and that in the control group was 63.49±10.19.Five dimensions: self-concept dimension: 24.32±2.44 in the experimental group and23.05±4.15 in the control group;The scores of retention benefit and turnover risk in the experimental group were 15.39±1.65 and those in the control group were 14.52±2.94.The scores of social comparison and self-reflection in the experimental group were11.96±1.38,and those in the control group were 11.37±2.03.The self-determination dimension of career choice was 7.01±1.08 in the experimental group and 6.44±1.15 in the control group.The score of social persuasion dimension was 8.55±0.90 in the experimental group and 8.11±1.31 in the control group.The differences were statistically significant(P<0.05).5.Professional identity score: intra-group comparison between the two groups before and after interventionThe total score of occupational identity in the experimental group before and after intervention was 61.76±8.13,67.23±6.07;The scores of self-concept before and after intervention were 22.41±3.76,24.32±2.44,retention benefit and turnover risk were13.96±2.50,15.39±1.65,social comparison and self-reflection were10.95±1.83,11.96±1.38,autonomy of career choice were 6.31±1,11.96±1.38,and social persuasion were 8.13±1.39,8.55±0.90.The results showed that after the intervention,the total score of professional identity and scores of all dimensions in the experimental group were higher than before,and the difference was statistically significant(P<0.05).The total score of occupational identity in the control group before and after intervention was 62.56±10.64,63.49±10.19;Conceptual scores before and after intervention were 22.93±4.15,23.05±4.15;The scores of retention benefit and turnover risk before and after intervention were 14.01±3.12,14.52±2.94;The scores of social comparison and self-reflection before and after intervention were 11.27±2.12,11.37±2.03;The scores of career choice autonomy before and after intervention were6.35±1.39 and 6.44±1.15.The scores of social persuasion before and after intervention were 8±1.62 and 8.11±1.31.The results showed that the total score of professional identity and the scores of various dimensions in the control group were improved after intervention compared with before intervention,but the improvement was not significant.There was no significant difference in the total scores and scores of each dimension in the control group before and after intervention(P > 0.05).Conclusion:1.In this study,the humanistic care ability of internship nursing students was at a low level.2.The humanistic care training with digital stories as the main content can effectively improve the humanistic care ability of clinical nursing students,and the understanding dimension,courage dimension and patience dimension of the humanistic care ability can be effectively improved.3.Humanistic care training with digital stories as the main content is helpful to improve the professional identity of clinical nursing students. |
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