Study On The Effect Of Intensive Reading Training On Narrative Ability Of Nursing College Students

Objective:By integrating the close reading text into the course of Basic Nursing Science,this study enables nursing college students to learn and establish new thinking of communicating with patients through close reading training,studies the feasibility of close reading training on the cultivation of nursing college students’ narrative ability,and innovates the cultivation way of nursing college students’ narrative ability.Method:1.Preparation stage: Search literature,consult experts,look for the close reading text integrated with the course chapters of Basic Nursing,study and select the behavior,action,language,expression or the environment of the characters in the close reading text to guide students to read,and combined with the corresponding "basic nursing" course chapters and teaching content to achieve the ability of training nursing college students to read carefully.2.Implementation phase: In this study,8 specialized nursing classes of Grade2021 from the Medical and Nursing Department of a certain college were selected by cluster sampling method.The 8 classes were numbered according to the inclusion and exclusion criteria,and one class was randomly selected as the test group for close reading training.Close reading texts and guidance questions were distributed before each chapter of the course was taught.10 to 15 minutes before class,share and discuss the close reading of the text and the relevant content of the course.One class as the control group adopted the traditional teaching mode,and the two groups were compared at the same time.3.Evaluation Method:(1)Before and after the course,the medical narrative scale of medical staff developed by Ma Wanzhen,combined with Jefferson empathy scale(JES-HP)and humanistic care scale(CAI)to evaluate the medical narrative ability of nursing college students.(2)In the course of teaching,collect students’ writing materials for close reading of texts,and summarize the writing content by reading and getting familiar with the writing materials.Participative observation is adopted,observation indicators are formulated,and students enter the scene together during group discussion and sharing,and participate in the whole sharing process.(3)After the end of the course,the self-made close Reading Training Feedback and Evaluation Questionnaire and semi-structured interview were used to understand what the students who participated in the close reading training gained from the training,their experience during the training,their suggestions and evaluation on the training,and the teachers’ problems in the training process.(4)Statistical methods: SPSS23.0 statistical software was used for data analysis and processing,and counting data was described by component ratio;t test and Chi-square test were used to explore the feasibility and effect of close reading training on the cultivation of narrative ability of nursing college students.Result:(1)Before the implementation of the close reading training,the Chi-square test was used to compare and test the basic information of the two groups of students,such as gender,enrollment time,personality,whether they are the only child,whether they have participated in voluntary activities,whether they are satisfied with their major,whether they are familiar with narrative medicine or narrative nursing,and whether they have narrative knowledge reserve with the subjects in different classes.The results are as follows: There was no statistical significance in the difference of each basic information(P > 0.05),which could be used for subsequent analysis.(2)Before the close reading training,the two groups of students scored in the total score of narrative ability and three dimensions of attention listening,understanding and response,reflection and representation.The total score of empathic ability and points of view selection,perspective-taking and emotional care;The total score of humanistic care and the score of cognition,courage and patience;After testing,the difference was not statistically significant(P > 0.05)and was comparable.(3)After the implementation of the close reading training,the two groups of students scored in the total score of narrative ability and three dimensions of attention listening,understanding and response,reflection and representation.The total score of empathic ability and points of view selection,perspective-taking and emotional care;The difference was statistically significant(P < 0.05).The total score of humanistic care and the scores of cognition,courage and patience were compared and analyzed.The difference between cognition and patience was statistically significant after testing(P < 0.05),while the T-value of courage score between the two groups was 1.545,P=0.126 > 0.05,indicating that there were some differences between the two groups in courage dimension.However,it did not reach statistical significance,which may be related to the age and experience of the students,as well as the lack of clinical contact with real patients since enrollment.(4)After the implementation of the close reading training,the total score of the narrative ability of the test group before and after the experiment and the score of three dimensions of attention listening,understanding and response,reflection and representation;The total score of empathic ability and points of view selection,perspective-taking and emotional care;The total score of humanistic care and the scores of cognition,courage and patience were compared and analyzed,and the differences(P < 0.05)were statistically significant and comparable.The comparison of data before and after the experiment in the control group showed that there was no difference in the total score of narrative ability and three dimensions,the total score of empathy ability and three dimensions,and the total score of humanistic care ability and three dimensions.(5)In the close reading training,517 reflective writing pieces of the test group were collected,which recorded the students’ thoughts,feelings and thoughts.Through repeated reading and familiarizing with the collected writing materials,the researchers concluded that the writing content involved the interpretation of the close reading text,the empathy for the characters in the text,the continued writing of the close reading text,the telling of their own stories related to the close reading text,and the inspiration for themselves.(6)The students of the experimental group were investigated through the questionnaire "Evaluation and Feedback of Close Reading Training" : 78% of the students like this teaching method,21% of the students maintain a general attitude,74% of the students agree that the close reading training should be added to other courses,23.4% of the students maintain a general attitude to the close reading training should be added to other courses,89% of the students think that the text in the course conforms to the course content,10% of the students maintain a general attitude,It shows that most students are satisfied with the close reading training integrated into the curriculum and have a high degree of recognition.In terms of close reading,91%of the students think that they have formed the habit of reading,6.4% of the students maintain a general attitude,93% of the students try to empathize with the characters in the close reading text,6.4% of the students maintain a general attitude.83% of the students want to write about the story they saw,and have the idea of reflecting and reproducing it.17% of the students maintain a general attitude.(7)The interview was conducted in the school after class.Through collecting data and analyzing interviews,six themes are extracted,which are students’ evaluation of the course,suggestions on the course,suggestions on close reading of the text,feelings of reading,students’ growth and expectations for future work Conclusion:(1)Students have a good overall evaluation of close reading training,and can actively participate in class,learn to express themselves and understand others.Today’s medical development cannot be separated from medical humanistic education.Students begin to cultivate their medical narrative ability during school,and apply the basic tool of medical narrative--close reading well to help students transition from classroom to clinical practice.(2)It is a feasible teaching method to integrate close reading training into nursing courses.It can not only cultivate the close reading ability of nursing college students,improve their narrative ability,empathy ability,humanistic care ability,but also strengthen the understanding of textbook knowledge of nursi ng college students,promote the interaction between teachers and students,so that teachers can better grasp the learning dynamics of students.(3)This study integrates the intensive reading training into the classroom,combines the narrow narrative medicine focusing on practice with the broad narrative medicine focusing on research,explores and transforms the achievements of domestic broad narrative medicine,and carries out the case verification,which can be used as a meaningful reference to drive the development of narr ative medicine education.