Abstract
Objective To construct of a narrative nursing training program in a two-year standardized training and evaluate its effect on empathy ability, caring ability and professional identity of nurses. Objective The narrative nursing training program was conducted in July 2024 in the Obstetrics and Gynecology Department. Nurses who did not participate in the narrative nursing training from January to June 2024 were distributed to the control group, and those nurses who participated in the narrative nursing training from July to December 2024 were distributed to the intervention group. The Jefferson Scale of Empathy-health professionals (JSEHP), Caring Ability Inventory (CAI), and Professional Identity Rating Scale for nurses were used to measure the level of caring ability and professional identity in 2 groups nurses. Questionnaires were distributed to both groups in June 2024 (T1: before the intervention), January 2025 (T2: after the intervention) and July 2025 (T3: six months after the intervention). Results The JSEHP score (P＜0. 05), the Professional Identity Rating Scale score (P＜0. 05), the patience dimension score of CAI (P＜0. 01) and the CAI total score (P＜0. 05) of the intervention group were significantly higher compared with the control group in T2 and T3. The score of JSEHP and Professional Identity Rating Scale of the intervention group significantly increased from T1 to T2 and T3 (P＜0. 01). Compared with T1, the CAI total score and scores of all dimensions of the intervention group in T2 were significantly increased (P＜0. 05). In the intervention group, the total score and other dimensions of CAI at time point T3 were significantly higher than at time point T1(P＜0. 01). The CAI total score and score of patience dimension of the control group in T2 were significantly higher compared with T1 (P＜0. 05). The CAI total score and the cognitive dimension score of the control group in T3 were significantly higher than that in T1(P＜0. 05). The score of professional identity of the control group in T3 was significantly higher than that in T1. Anova of repeated measures of the two groups showed that there were statistically significant differences in scores of JSEHP, Professional Identity Rating Scale, CAI total score and all dimensions at each time point (P＜0. 01). Conclusion Application of narrative nursing training program in the two-year standardized training can improve empathy ability, caring ability and professional identity of newly recruited nurse, and the effects can be maintained for at least half a year. (目的 构建两年规范化培训(以下简称“规培”)护士叙事护理培训模式, 评价其对护士共情能力、关怀能力和职业认同水平的影响。方法 医院妇产科2024年7月开始开展叙事护理相关培训。将2024年1月—6月在妇产科轮训已结束未参与叙事护理培训的规培护士作为对照组, 2024年7月—12月在妇产科轮训的参与叙事护理培训的规培护士作为干预组。采用杰弗逊共情量表(JSEHP)、关怀能力评价量表(CAI)和护士职业认同评定量表比较2组护士的共情能力、关怀能力和职业认同水平。分别于2024年6月(T1: 干预前)、 2025年1月(T2: 干预后)和2025年7月(T3: 干预半年后)对干预组和对照组护士开展问卷调查。结果 T2及T3时间点干预组护士JSEHP量表得分(P＜0. 05)、职业认同水平得分(P＜0. 05)、CAI量表耐心维度得分(P＜0. 01)及总分(P＜0. 05)均高于对照组。干预组T2及T3 时间点JSEHP量表得分(P＜0. 01)、职业认同水平得分(P＜0. 01)高于T1。干预组T2 时间点CAI量表总分较T1提高(P＜0. 05); T3时间点除了认知维度, CAI量表总分和其他维度得分较T1提高(P＜0. 01)。对照组T2 时间点CAI量表总分和耐心维度得分较T1提高(P＜0. 05), T3时间点 CAI量表总分和认知维度得分较T1提高(P＜0. 05)。对照组T3时间点职业认同水平得分高于T1(P＜0. 05)。重复测量方差分析显示, 两组护士JSEHP量表得分、职业认同水平得分、CAI总分及各维度评分在各个时间点数据的差异有统计学意义(P＜0. 01)。结论 叙事护理培训可以提高两年规培护士的共情能力、关怀能力及职业认同水平, 其效应至少可以维持半年。)