Study On The Construction Of Narrative Nursing Practice Teaching System

AimsBased on the previous theoretical teaching and research of "narrative nursing",this topic scientifically constructs the practical teaching system of "narrative nursing",to form a complete narrative medical education training chain for medical students in school,including theoretical teaching and practical teaching,providing ideas for solving the practical dilemma that medical humanistic education is difficult to teach,and achieving the purpose of cultivating students’ medical humanistic feelings and improving humanistic care ability.MethodsThis research takes action research as the framework,and forms research directions,formulates plans,implements plans,observes and reflects on problems after discovering problems.After discovering the problem,the research direction was formed: in the 5rounds of narrative nursing theory teaching,it was found that the theoretical course was difficult to fully cultivate students’ narrative nursing ability,and practical teaching of narrative nursing should be carried out for students;the first round of action research plan:humanistic care for students in China Under the theoretical guidance,on the basis of literature research and theoretical research,combined with the previous research results of the research group,the content analysis method is adopted,and based on the theoretical course of "narrative nursing",the knowledge points are analyzed,and the practice matching the theoretical teaching is formulated.teaching plan.Using a combination of online and offline teaching methods,establish a course SPOC platform,including filming course videos and building teaching resources;establishing multiple off-campus practice teaching bases.Carry out expert group meetings to discuss the rationality of the proposed plan,and form a scientific narrative nursing practice teaching plan;implementation plan:take medical students in our school as the research object,and recruit practical course participants in the narrative nursing theory class,to carry out "narrative nursing" teaching action research;observation and reflection: the researcher conducted participatory observation of the implementation process,the first round of action research was forced to terminate,and the problems occurred in the process of reflection.The second round of action plan: On the basis of learning from the previous experience,a new practice teaching plan is formulated.The newly formulated teaching elements include practical teaching objectives,practical teaching strategies,practical teaching organization forms,practical teaching content,teaching practice venues,and teaching effects.assessment,the expert group meeting will be held again and confirmed.Carry out teaching practice according to the determined plan.Participatory observation is carried out in the whole teaching process,and the content of observation is reflected to guide and adjust the practice system plan.Two methods of questionnaire survey and qualitative interview were used to analyze the teaching effect.Questionnaire survey: The students who participated in the practice teaching research were measured in a single group before and after the practice teaching to evaluate the changes in the students’ narrative nursing knowledge-attitude-behavior,medical narrative ability and humanistic care ability.Qualitative interviews: Semistructured interviews are used to conduct interviews with students on topics such as practical teaching content,organizational form,and learning experience;interviews with teachers on topics such as teaching implementation,student feedback,and teaching experience.Based on the results of the two aspects,the effect of practical teaching is analyzed.ResultsResult 1: Constructed a practical teaching plan for "narrative nursing"-"six elements" + "a set of resources"Including the goal of practical teaching,practical teaching strategy,teaching organization form,practical teaching content,teaching practice place,teaching effect evaluation six major elements.The teaching purpose of the "four dimensions" is clarified:to improve students’ ability to pay attention to the patient’s disease situation,the ability to understand the patient’s disease experience,the ability to reflect on their own care process,and the ability to respond to the patient’s disease experience;put forward "five strategies" for teaching: rewarding Stories,acting,listening,writing,and telling stories;innovated the "two-stage" teaching organization form: the mixed practice simulation teaching stage and the voluntary activity-based narrative nursing practice teaching stage;designed the "sevenstage" teaching organization.The teaching content of "class" : appreciation of film and television works,reading of disease works,life empathy experience and situational simulation,narration with terminally ill patients and their families,narration with children patients and their families,narration with cerebral palsy patients and their families,and interviews with nurses;established teaching practice "Three bases" : palliative care ward of Linfen Community Health Service Center,Shanghai Children’s Medical Center,Shanghai Yibo Hospital;carried out "two methods" for teaching effect evaluation: pre-and post-test and interviews;produced "one video" Practical teaching resources: filmed a teaching video of narrative nursing and built a SPOC platform.The content and process of practical teaching of "narrative nursing" were designed.This paper proposes a narrative teaching process between medical students and patients or their families,the core of which is the four operational steps of narrative nursing practice: breaking the ice-eliciting the narrative of the story-guiding the depth of the story-extending the connotation of the story(breaking the ice-"3 citations").Result 2: Teaching effect evaluationThrough statistical analysis of the measurement data before and after the practice teaching of students,it is shown that narrative nursing knowledge,narrative nursing ability,narrative nursing behavior,paying attention to listening,understanding response,reflection reproduction,cognitive dimension,courage dimension and patience dimension are all presented in 9 groups of paired data.After analyzing and refining the interview results,the students’ recognition and evaluation of the practical teaching course in five aspects(including: the course is based on practice,with a strong sense of experience;the course content is rich,broadens the horizons;the course format is novel,a strong sense of participation;the goals are interlocking and practical;the course is helpful and valuable to patients),4 aspects of course suggestions(including: providing more information to patients in advance;increasing the number of group activities;more reasonable selection of patients;increase student sharing sessions)and 4 aspects of self-growth(including: willing to listen to patients tell stories;feel the value of listening to stories;learn to try to understand patients’ stories;consciously use narrative nursing skills);and 4 aspects of the overall evaluation of teaching(including: narrative practice based on voluntary activities,which creates higher value for patients;novel forms of narrative activities,strong students’ initiative and high participation;students’ narrative ability is developed,and the application is gradually applied.Skilled;some students are more restrained and shy,and need to strengthen actual combat).ConclusionsOn the basis of the previous theoretical course research of "narrative nursing",this subject constructed a practical teaching system of "narrative nursing",thus forming a complete narrative nursing teaching system of "theory + practice".The video courses and SPOC platform researched and developed enrich the teaching resources of medical humanities;the online and offline mixed practice teaching mode based on volunteer service has innovated a new system and practice mode of medical humanities teaching;narrative nursing practice teaching is conducive to cultivating students The concept of medical humanities deepens students’ understanding of professionalism and professionalism;in the teaching interaction,both doctors and patients deeply realize the value and power of medical humanities,which refreshes their understanding of health and life.Practical teaching helps to improve students’ medical narrative ability and is a beneficial attempt in medical humanities education.