Practice of integrating narrative medicine into the ideological and political education of Traditional Chinese Medicine Nursing courses (叙事医学融入《中医护理学》课程思政教学实践探讨)

Objective To investigate the application effect of narrative medicine in the ideological and political education of Traditional Chinese Medicine nursing courses. Methods Totally120 nursing students from two classes in a certain university of Traditional Chinese Medicine were divided into the two groups by cluster grouping method. The course assessment score, narrative nursing knowledge-attitude-behavior questionnaire and Jefferson Scales of Empathy (JSE) were used to evaluate the teaching effect. Results The final exam scores for the study group and control groups were (87. 65±8. 42) points and (79. 34±4. 23) points, respectively, and with a significant difference (P＜0. 01). The narrative nursing knowledge-attitude-behavior scores for the study group and control groups were (98. 54±4. 73) points and (80. 23±4. 51) points, respectively, with a significant difference (P＜0. 01). The JSE scores for the study group and control groups after training were (118. 27±8. 13) points and (105. 47±6. 24) points, respectively, with a significant difference (P＜0. 01). Conclusion It is effective to improve the teaching effect and empathy level of nursing students by integrating narrative medicine into the ideological and political education of Traditional Chinese Medicine nursing courses (目的 探讨叙事医学融入《中医护理学》课程思政教学中的应用效果。方法 2021年9月—12月, 选取两个班级120名护理专业学生为对象, 其中一个班级(n=60)设为对照组, 按照《中医护理学》教学大纲内容进行教学; 另一个班级(n=60)设为研究组, 将叙事医学融入《中医护理学》课程思政教学。对比两组课程总成绩、叙事护理知识-态度-行为问卷、Jefferson同理心测量量表(JSE)评分。结果 研究组学生课程总成绩为(87. 65±4. 23)分, 差异有统计学意义(P＜0. 01); 研究组学生叙事护理知信行得分为(98. 54±4. 73)分, 高于对照组的(80. 23±4. 51)分, 差异有统计学意义(P＜0. 01)。研究组学生JSE量表得分为(118. 27±6. 24)分、差异有统计学意义(P＜0. 01)。结论 将叙事医学融入中医护理学课程思政教学, 有助于提高教学效果, 提升护生共情水平。)