Implementation of a Practice-based Reflection Training Programme in Undergraduate Nursing Interns for Reflective Practice Competency and Humanistic Caring Ability: A Quasi-Experimental Study.

Effects of humanistic care digital storytelling programme on the humanistic qualities of intensive care unit nursing students: A mixed-methods study.

Objective To understand the current situation and influencing factors of humanistic care ability of nurses in emergency department. Methods A total of 101 nurses in the emergency department of our hospital were selected to conduct a questionnaire survey using the Humanistic Care Ability Inventory (CAI). The influencing factors of humanistic care ability of nurses in emergency department by multiple regressions were analyzed. Results The total score of humanistic care ability of emergency department nurses was 220.50±3.41, and there were significant differences between the total scores of all dimensions and foreign conventional model (t=3.07-5.98, P 0.05). There was no difference in the humanistic care ability of nurses with different sexes. Multivariate regression analysis showed that the grades and the care degree of colleagues was the most influential factor for influencing the humanistic care ability of nurses in emergency department. Conclusions Humanistic nursing ability of emergency department nurses was at a high level. Through strengthening of the nursing ability of the low-grade nurses, it can effectively improve the nurses' humanistic nursing care ability, and promote the successful development of the quality nursing work. Key words: Humanistic care; Care ability; Emergency department; Influencing factors

To investigate the clinical implementation and effectiveness of the humanistic care nursing model, and to offer a reference for enhancing humanistic care practices in clinical settings. Three hundred and eighteen nurses and five hundred and two inpatients were selected as the control group and observation group before and after the implementation of humanistic care model in China from October to November 2023 and from May to June 2024. The differences of humanistic care ability, humanistic care behavior, medical narrative ability, nurses' perception of the hospital's attention to their caring ability, patients' and nurses' satisfaction, and patients' evaluation of nurses' caring behavior were compared between the two groups. After the implementation of the humanistic care model, the total score of nurses' humanistic care ability, humanistic care behavior, medical narrative ability and scores of all dimensions were significantly increased, nurses' perception of the hospital's attention to their caring ability was significantly increased, patients' evaluation of nurses' caring behavior was improved, and both patients' and nurses' satisfaction were increased, with statistical significance (p < 0.05). The implementation of humanistic care nursing model can effectively improve managers' care for nurses, further improve nurses' humanistic care ability, humanistic care behavior and medical narrative ability, patients have a higher evaluation of nurses' caring behavior, and nurses' and patients' satisfaction has been improved. We recommend that hospital administrators not only provide care for patients but also extend their support to nurses. It is essential to continuously optimize the "care chain" among nurse managers, nurses, and patients.

Objective To explore the intervention of improving nursing students′ humanistic care ability. Methods We selected 36 internship nursing students between May 2012 and April 2013 as control group (routine clinical teaching model) and 34 internship nursing students between May 2013 and April 2014 as intervention group (improved clinical teaching model that emphasizes the humanistic care). We compared the nursing students′ humanistic care ability and the patients′ satisfaction with them before and after intervention. Results There were no significant differences in the total score and the score of all dimensions of humanistic care ability between the intervention group and the control group before intervention (P>0.05). After the intervention, the total score and the dimension score of cognition, patience, encouragement in the intervention group was all higher than that in the control group (P<0.05). And patients′ satisfaction with nursing students′ overall quality and humanistic care was higher than that of the control group (P<0.05). Conclusions Strengthening the humanistic nursing education and training can improve the humanistic care ability, deepens the Patient centered concept and provides the higher quality nursing service. Key words: Internship nursing student; Care ability; Clinical teaching; Humanistic care

Objective: To investigate the current status of humanistic care ability of burn specialist nurses and to analyze the influencing factors. Methods: A single-center cross-sectional research method was conducted. From May to August 2020, 63 burn specialist nurses who met the inclusion criteria in Ruijin Hospital affiliated to Shanghai Jiao Tong University School of Medicine were selected. Self-made general data questionnaire was used to investigate 17 indexes, including gender, age, professional title, working years, whether received humanistic care training, academic qualification, and caring ability inventory (CAI) was used to evaluate their humanistic care ability. After the nurses were classified by the general data, independent sample t test and one-way analysis of variance were performed on the data to analyze the total score of CAI. The CAI total scores and scores of cognition, courage, and patience of the nurses were compared with the international norm. The factors with statistically significant differences in unvariate analysis were selected for multiple linear regression analysis to screen the independent influencing factors of humanistic care ability of burn specialist nurses. Results: A total of 63 questionnaires were collected in this survey, all of which were valid. Among the 63 nurses, there were 4 males and 59 females, with the age mainly ranging from 20 to 30 years (30 nurses, 47.62%), the professional titles mainly being nurse practitioner (36 nurses, 57.14%), the working years mainly being more than 10 years (28 nurses, 44.44%), 32 nurses not receiving humanistic care training, and academic qualifications mostly being junior college (37 nurses, 58.73%). There were significant differences in the total scores of CAI among nurses with different ages, professional titles, working years, whether received humanistic care training, and academic qualifications (with F values of 53.95, 49.14, and 75.42, t values of 6.08 and -2.82, respectively, P<0.01). The scores of cognition, courage, and patience and the total scores of CAI of nurses in this group were significantly lower than those of international norm (with t values of -2.02, -2.04, -6.19, and -3.89, respectively, P<0.05 or P<0.01). Multiple linear regression analysis showed that age, working years, professional title, and whether received humanistic care training were the independent influencing factors of humanistic care ability of burn specialist nurses (with 95% confidence intervals of 1.91-23.23, 16.25-31.48, 1.05-19.09, and 6.72-31.82, unstandardized coefficient values of 12.57, 23.86, 10.07, and 19.27, respectively, P<0.05 or P<0.01). Conclusions: The humanistic care ability of burn specialist nurses is relatively weak. Age, professional title, working years, and whether received humanistic care training are the independent influencing factors of humanistic care ability of burn specialist nurses.

To investigate the relationship between medical narrative ability and humanistic care ability among Chinese clinical nurses, examining the potential mediating role of empathy. In the context of the bio-psychosocial medical model and humanistic nursing care, understanding the core competencies of medical narrative ability, empathyand humanistic care in nursing is crucial. This study explored the mediating role of empathy between medical narrative ability and humanistic care ability. A cross-sectional study. The study employed a descriptive, cross-sectional survey design, involving 741 nurses from Wuxi People's Hospital. It assessed nurses' demographic characteristics, medical narrative ability, empathy, and humanistic care ability using an online questionnaire from December 2022 to February 2023. Pearson correlation analysis evaluated variable correlations, and PROCESS v3.3 model 4 was utilised for mediation analysis. The STROBE statement was chosen as the EQUATOR checklist. A positive correlation was found between nurses' medical narrative ability, humanistic care abilityand empathy. Empathy partially mediated the relationship between medical narrative ability and humanistic care ability. Nurses' medical narrative ability directly and indirectly (via empathy) influences their humanistic care ability. Enhancing nurses' narrative and empathic skills can improve humanistic care, nursing qualityand nurse-patient relationships. Managers should prioritise programmes to improve nurses' storytelling and empathy skills to enhance humanistic care, improving nursing quality and patient relationships. This study involves clinical nurses as participants and does not involve patients. This study collected data from clinical nurses using an online questionnaire platform in China. The questionnaire consisted of four sections, including demographic information and scales such as Narrative Competence Scale, Caring Ability Inventoryand the Jefferson Scale of Empathy-Health Professional. Clear instructions were given to participants on how to complete each scale, and measures were taken to prevent missing or duplicate responses.

BackgroundIn psychiatric services, humanistic care ability significantly affects the quality of the therapeutic relationship and thus affects the therapeutic outcomes for patients. Mental health workers may be confronted with more obstacles in humanistic care during the COVID-19 pandemic wherethe authors aimed to explore the capacity level of humanistic care among mental health workers and its potential influencing factors.Method(s)An online cross-sectional survey was conducted among 262 mental health workers working in Chongqing, China, from December 2020 to January 2021. Data were collected by the Caring Ability Inventory (CAI), the Psychological Capital Questionnaire (PCQ-24), the Eysenck Personality Questionnaire-Revised, and the Short Scale for Chinese (EPQ-RSC). Multiple linear regression analysis was used to explore the influencing factors of humanistic care ability.ResultsMental health workers’ humanistic care ability is at a low level, with a score of 186.47 ± 21.34. Psychological capital is positively associated with humanistic care ability (β[95%CI] = 0.41 [0.46–0.77], p < 0.001), and its two dimensions (cognition: β[95%CI] = 0.51 [0.30–0.47], p < 0.001; patience: β[95%CI] = 0.48 [0.17–0.28], p < 0.001). Psychoticism is negatively associated with humanistic care ability (β[95%CI] = -0.28 [-5.18 - -2.51], p < 0.001) and its three dimensions (cognition: β[95%CI] = -0.12 [-1.57 - -0.17], p < 0.05; courage: β[95%CI] = -0.17 [-1.7 - -0.32], p < 0.01; patience: β[95%CI] = -0.19 [-1.33 - -0.36], p < 0.01). Extroversion is positively associated with humanistic care ability (β[95%CI] = 0.19 [0.69–2.08], p < 0.001), and its two dimensions (cognition: β[95%CI] = 0.19 [0.32–1.05], p < 0.001; courage: β[95%CI] = 0.27 [0.5–1.23], p < 0.001). Neuroticism is negatively associated with humanistic care ability (β[95%CI] = -0.13[-1.37 - -0.19], p < 0.01) and its one dimension (courage: β[95%CI] = -0.25 [-0.98 - -0.35], p < 0.001).Conclusion(s)The research has found that the humanistic care ability of mental health workers is at a low level, and the psychological capital and personality traits are significant factors influencing the humanistic care ability and its sub-dimensions. Interventions to improve the psychological capital of mental health workers or to promote the change of personality traits they want are recommended, thereby to promote humanistic practice.

Objective To explore the application effect of problem-based learning （ PBL ） on humanistic care education in clinical nursing students .Methods Ninety-six internship nursing students from March 2012 to March 2013 were chosen and randomly divided into the experimental group and the control group , each with 48 cases.The experimental group received the PBL teaching mode , and the control group received the traditional humanistic care teaching methods .The humanistic care ability was compared between two groups through the humanistic care ability of nursing undergraduates ’ questionnaire .Results No difference was found in the humanistic care ability between two groups when they came into the department （P>0.05）.When they＆amp;nbsp;got out of the department , the total score of humanistic care ability in the experimental group was （ 165 .80 ±177; 4.20）, and was （148.60 ±177;5.29） in the control group, and the difference was statistically significant （ t=-4.21, P<0.05）.The differences were found in the scores of different dimensions in the humanistic care questionnaire between two groups （P <0.05）.Conclusions The application of PBL on humanistic care education in the nursing students makes them truly comprehend the connotation of humanistic care , and change the service concept , and train the humanistic care ability , and improve their comprehensive quality . Key words: PBL; Nursing students; Humanistic care; Problem-based learning

ObjectivesTo understand the current status of emotional intelligence, professional identity and humanistic care ability among standardised training nurses (STNs); to explore the mediating role of professional identity in the relationship between emotional intelligence and humanistic care ability; and to explore the potential mechanisms among these variables.DesignA cross-sectional study.SettingA tertiary hospital in Chengdu, China.ParticipantsA total of 134 STNs were recruited through convenience sampling.MethodsUsing convenience sampling, 134 STNs were recruited. Participants completed the Nurse Professional Identity Scale (5-point Likert), the Humanistic Care Ability Scale (7-point Likert) and the Emotional Intelligence Scale (7-point Likert) to assess their levels of professional identity, humanistic care ability and emotional intelligence. Structural equation modelling was used to test the mediation model.Primary and secondary outcome measuresParticipants completed the Nurses’ Professional Identity Rating Scale, the Caring Ability Inventory and the Emotional Intelligence Scale. Pearson correlation and mediation analyses were performed using the PROCESS macro for SPSS.ResultsSTNs demonstrated low levels of humanistic care ability, moderate levels of professional identity and low levels of the ability to assess others’ emotions. Emotional intelligence had a significant positive direct effect (0.798) on humanistic care ability and professional identity partially mediated (0.109) this relationship.ConclusionEmotional intelligence directly enhances humanistic care ability, and professional identity plays a partial mediating role. Integrating emotional intelligence and professional identity training into standardised nurse education may strengthen humanistic care competencies. Targeted emotional intelligence training for STNs may enhance empathy and professional identity, thereby improving humanistic care ability and contributing to better doctor-patient relationships.

ObjectiveWith the improvement in health awareness, humanistic care ability of nurses has become a focus of public attention. The aim of the study was to confirm the relationship between psychological capital and humanistic care ability of nurses, and to provide suggestions on improving the humanistic care ability of nurses.MethodsA cross-section survey was conducted. Three hundred thirty-nine nurses were recruited from a tertiary general hospital in Taizhou, China. Psychological capital and humanistic care ability were measured using a self-reported questionnaire. Correlation analysis and stepwise multiple regression analysis were performed to analyze the correlation between psychological capital and humanistic care ability.ResultsThe psychological capital and humanistic care ability scores were 91.57 ± 13.96 and 189.08 ± 20.37, respectively. Differences in psychological capital scores across professional titles (F = 4.88, p = 0.01), departments (F = 3.69, p < 0.001), years of work (F = 4.68, p < 0.001), and marital status (t = 3.25, p < 0.001) were statistically significant. There were statistical differences for the humanistic care ability scores among nurses based on marital status (p = 0.01). The total psychological capital scores and the four sub-dimensions scores were positively correlated with the humanistic care ability scores among nurses. Self-efficacy was the main predictor of nurses’ humanistic care ability.ConclusionPsychological capital positively affected the humanistic care ability of nurses. Self-efficacy was the main predictor of humanistic care ability. Nursing managers can formulate strategies from the perspective of positive psychology to improve humanistic care ability of nurses.

Application of clinical case-guided, task-driven escape room teaching in nursing education: A quasi-experimental study

BackgroundNarrative medicine has become a solution to cultivate medical students’ ability of empathy and humanistic care. However, the role of narrative medicine is lacking in the study of professionalism. The aim of this study was to analyze the effects of narrative medical theory learning and narrative writing on professionalism, empathy and humanistic care ability of nursing students.MethodsThis cluster randomized controlled trial was conducted between June 2021 and June 2022 in two universities in Jiangsu, China. The participants of this study were 85 nursing students who were randomly divided into the intervention group (n = 43) or the control group (n = 42). Participants in the intervention group were trained in narrative medical theory learning and narrative writing based on a Web-based platform, while those in the control group were not. Self-report questionnaires of professionalism, empathy and humanistic care ability were used before and after intervention.ResultsThe results showed that the professionalism score of the intervention group was (68.7 ± 6.8 vs. 64.5 ± 7.5; P = 0.005), empathy (99.4 ± 15.7 vs. 92.2 ± 14.6; P = 0.014) and humanistic care ability (127.6 ± 20.0 vs. 113.3 ± 18.8; P = 0.004) were better than the control group.ConclusionThe results of this quantitative study suggest that narrative medical theory education and narrative writing based on the network platform can promote the development of professionalism, empathy and humanistic care ability of nursing undergraduates.

Improving the humanistic care ability of intern nurses and fostering a deep-seated sense of compassion are crucial goals. In this study, we aimed to investigate the effect of practical training based on narrative nursing on the humanistic care ability of intern nurses. Retrospective analysis was conducted on intern nurses who received practical training based on narrative nursing (n = 70) or regular training (n = 70) for 6 months. The differences in humanistic care ability, empathy, professional values, professional identity, and satisfaction between the two groups were evaluated. The univariate logistic regression analysis was constructed to determine the influencing factors of humanistic care ability. Compared to those who received regular training, intern nurses who received practical training based on narrative nursing showed significant improvements in humanistic care ability, empathy, professional values, and professional identity (all p < 0.05). Additionally, intern nurses were highly satisfied with practical training based on narrative nursing. Univariate logistic regression analysis revealed that practical training based on narrative nursing was an influencing factor of humanistic care ability (p < 0.05). Practical training based on narrative nursing can significantly improve the humanistic care ability, empathy ability, professional values, and professional identity of nursing interns.

Objective: To investigate the humanistic care consciousness and ability of outpatient and emergency nurses in tertiary Grade A hospitals in Zhengzhou City. Methods: In June 2021, a total of 345 outpatient and emergency nurses from 6 tertiary Grade A hospitals in Zhengzhou City were selected as the survey objects by random number table method. The humanistic care ability of outpatient and emergency nurses was investigated. Multiple linear regression analysis was used to analyze the related factors influencing the humanistic care ability of outpatient and emergency nurses. Results: The total score of humanistic care ability of outpatient and emergency nurses in Zhengzhou tertiary Grade A hospital was (194.18±30.53). The scores of humanistic care ability of outpatient and emergency nurses with different gender, age, educational background, professional title, length of service, night shift frequency, marital status, children's status, employment patterns and average monthly household income were significantly different (P<0.05). Regression analysis showed that education background, length of service, professional title and night shift frequency were independent influencing factors for outpatient and emergency nurses' humanistic care ability (β=0.243, 0.139, 0.163, -0.126, P<0.05) . Conclusion: At present, the humanistic care ability of outpatient and emergency nurses in tertiary Grade A hospitals in Zhengzhou City is still low. Education, length of service, professional title and night shift frequency are independent influencing factors affecting the humanistic care ability of nurses.

AimTo investigate the status of positive mental characters and humanistic care ability among Chinese nursing students, and confirm the association between positive mental characters and humanistic care ability.MethodsA cross-sectional survey was conducted. Nine hundred eighty-one Chinese nursing students were recruited from hospitals and community healthcare services in Changsha, Hunan, China. Three different self-reported questionnaires were applied: The Demographic Characteristics Questionnaire, Humanistic care ability of Nursing Undergraduates Assessment Scale and Positive Mental Characters Scale for Chinese College Students. Pearson correlation analysis and multiple liner regression analysis were performed to analyze the association between positive mental character and humanistic care ability for Chinese nursing students.ResultsThe mean scores of nursing students' humanistic care ability and positive mental character were 125.94 ± 21.19, 233.18 ± 38.59, respectively. The Pearson correlation results showed that positive mental character (r = 0.655, P < 0.001) was significantly associated with humanistic care ability. Multiple liner regression analysis indicated that positive mental characters, four dimensions of courage, humanity, justice and transcendence in positive mental character, care from classmates were found to be independent predictors of humanistic care ability.ConclusionPositive mental characters are important considerations in the development, implementation and evaluation of humanistic care ability interventions.