Effects of narrative nursing on clinical teaching for neurosurgical nursing students

Abstract

Objective To explore the effects of narrative nursing on clinical teaching for neurosurgical nursing students. Methods Totally 220 nursing students who practiced in the Department of Neurosurgery of Heilongjiang Provincial Hospital from August 2016 to May 2017 were selected by convenient sampling, and randomized to observation group (n=110) and control group (n=110) according to the random number table. Nursing students in the control group received conventional teaching and guidance, while nursing students in the observation group received narrative nursing teaching on the basis of conventional teaching. The Nurse's Humane Care Nursing Scale, Critical Thinking Disposition Inventory and Professional Identity Scale for nurses were used to measure nursing students in the two groups before and after internship, and nursing students were theoretically and practically examined at the end of internship. Results The humane care, critical thinking disposition, professional identity, theoretical performance and practical performance in nursing students of the observation group were higher than those of nursing students in the control group (P<0.01) . Conclusions Narrative nursing can improve the theoretical and practical performance, humane care, critical thinking disposition as well as professional identity in nursing students. Key words: Students, nursing; Clinical clerkship; Humane care; Critical thinking; Professional identity