The Application Of Narrative Education In The Teaching Of Emergency And Critical Care Nursing

Objective:The study aimed to carry out experiment of narrative pedagogy and apply the narrative pedagogy in the nursing course of "Emergency and Intensive Nursing".The creative teaching method's outcomes were explored to further improve the creative teaching mode deeply,thus providing guidance and basis for the widely application of narrative teaching method in nursing courses.Methods:(1)narratives were collected through web survey,interviewing nurses in emergency and intensive care unit collaborated with university,as well as students of nursing specialty,collecting nurse students' dairy from emergency and intensive care department.Narrative materials of emergency and intensive nursing were established through narrative processing;(2)177 nursing students were randomly selected from a university of Shanghai and then randomly divided into experimental group and control group.Traditional teaching method was carried out for control group in emergency and intensive nursing course and narrative was carried out for experimental group as a teaching strategy.(3)After experiment,curriculum evaluation(theory + practice),teaching satisfaction questionnaire,evaluate the effect of narrative teaching method in emergency and intensive nursing course,respectively.Specially,empathy level,ability of nurse-patient communication,humanistic caring capability of nurse students in the two groups were compared and analyzed,and depth interviews and experimental group students' reflective diary that.can reflect the effect of narrative teaching method were collected.Results:(1)Before experiment:there were no statistical significance among students' scores of nursing-patient communication ability scale and humanistic care ability assessment scale in the two groups;control group students' scores of empathy scale were slightly higher than that in experimental group,the difference was significant.(2)After experiment:students in experimental group expressed their understanding of the critical care work and humanistic care in reflective diary and in depth interviews;b.the experimental group students' scores of curriculum evaluation were higher than that in control group.c.difference value before and after experiment humanistic care ability assessment scale,empathy scale and nursing-patient communication ability scale in experimental group were all higher than that in control group.c.students in experimental group were more satisfied with the education effect by anonymously investigating students' evaluation of teaching effect.Conclusions:The application of narrative teaching method in the teaching of emergency and intensive nursing course,having more advantages than traditional teaching method in improvement of students' scores of curriculum evaluation and students' humanistic care ability and nursing-patient communication ability and teaching satisfaction,is worthy of popularization and application.