The core competitiveness of nursing discipline lies in its professional status and service quality. The following is what I arranged for you for your reference.

Fan: Analysis of the value of humanistic nursing education Objective To explore the clinical application value of humanistic nursing education in nursing education. Methods Forty-five patients who were admitted to our hospital before implementing humanized nursing education from July 20 13 to February 20 14 were selected as the research object and divided into control group. At the same time, 45 patients who were admitted to our hospital after implementing humanized nursing education from July 20 14 to February 20 15 were selected as the research objects and divided into study groups. The clinical data of two groups of patients were analyzed retrospectively, and the clinical nursing effect of two groups of patients was compared. Results From July, 20 14 to February, 20 15, among the 45 patients in the research group who received treatment after implementing humanized nursing education in our hospital, the patients' satisfaction with the nursing effect was as high as 100%. From July, 20 13 to February, 20 14, 45 patients in the control group were treated before implementing humanized nursing education in our hospital, and the patients' satisfaction with the nursing effect reached 88.89%. The satisfaction degree of patients in the study group was significantly higher than that in the control group, and the difference was statistically significant (P

Key words: nursing education; Humanistic nursing; value

Introduction to 0

Forty-five patients admitted to our hospital before humanistic nursing education from July 20 13 to February 20 14 were selected as the research objects and divided into control groups. At the same time, 45 patients who were admitted to our hospital after implementing humanized nursing education from July 20 14 to February 20 15 were selected as the research objects and divided into study groups. To explore the clinical nursing application value of humanistic nursing education in nursing education. The results are reported as follows.

1 data and methods

1. 1 In this study, there are 25 men and 20 women. The patients ranged in age from 20 to 70, with an average age of 43.2 5.6 years. In the control group, there were 26 males and 65,438+09 females. The patients' age ranged from 265,438 0 years to 765,438 0 years, with an average age of 43.8 5.9 years. There was no significant difference in age, sex and course of disease between the two groups (P > 0. 05). 0.05。

1.2 processing method. The control group received nursing service from nursing staff under the traditional nursing education mode. Patients in the research group received nursing services from nursing staff under the humanized nursing education mode. The main contents and methods are as follows: First, set up a humanistic nursing team. Led by the directors of relevant departments, the nursing staff are classified structurally according to their professional ability, education background and working years, forming a humanistic nursing team with head nurses, professional nurses and auxiliary nurses as the basic structure, clarifying the responsibilities of each position and concretizing the responsibilities to individuals; The second is to strengthen the training of humanistic nursing team members. Relevant hospital leaders should regularly organize team members to carry out training on knowledge and skills related to humanistic nursing education. In humanistic nursing education, it is necessary to strengthen the education of nurses' knowledge of literature, history and philosophy, promote the integration of nursing education, and realize its effective integration with many disciplines, so as to improve the comprehensive quality of nurses' humanistic nursing. At the same time, it is necessary to strengthen the cultivation of nurses' humanistic nursing consciousness, so that they can consciously practice humanistic nursing in their daily nursing work and form good humanistic nursing in the hospital environment. In addition, the evaluation mechanism of humanistic nursing education should be changed. Nurses who practice humanized nursing in nursing work should be rewarded accordingly, and nurses who fail to practice humanized nursing should be punished accordingly to arouse their enthusiasm for implementing humanized nursing. The third is psychological care. Because patients will form anxiety, depression, fear and other emotions after illness, nurses should strengthen communication with patients, give humanistic care, understand their inner needs, meet their reasonable needs as much as possible, and give corresponding psychological counseling according to the actual situation of patients, so as to urge patients to cooperate with the treatment and nursing work of medical staff with a positive attitude [1].

Two results

From July, 20 14 to February, 20 15, among the 45 patients in the research group who received treatment after implementing humanized nursing education in our hospital, 37 patients were very satisfied, 8 patients were satisfied 17.78%, and no patient was dissatisfied. Patients' satisfaction with nursing effect is as high as 100%. From July 20 13 to February 20 14, 45 cases in the control group were treated before implementing humanized nursing education in our hospital. Of these patients, 28 patients were very satisfied, 65,438+02 patients were satisfied, and 5 patients were 65,438+01.628+50000.00000000606 The satisfaction degree of patients in the study group was significantly higher than that in the control group, with significant difference (P

3 discussion

With the rapid development of social economy and the continuous improvement of people's material living standards, people pay more and more attention to their own health. In such a big environment, people also put forward higher requirements for the quality of hospital medical services. In all medical services, nursing work is also an extremely important hospital management work, especially with the sharp increase in people's demand for hospital nursing quality, the society has put forward higher requirements for the quality of nursing work [2]. Therefore, in hospital nursing management, it is necessary to strengthen nursing professional education for nursing staff, improve nursing professional quality of nursing staff, and carry out humanistic nursing education and training at the same time to realize humanistic nursing. Humanized nursing is of positive significance for improving the quality of hospital care, relieving the current tense nurse-patient relationship, improving patients' satisfaction with nursing effect and improving the external image of the hospital [3]. This study started with the establishment of humanistic nursing team, strengthened humanistic nursing education and training and psychological counseling for nursing team members, and achieved good nursing effect [4]. The results of this study show that among the 45 patients in the study group who received humanized nursing education, the patients' satisfaction with the nursing effect was as high as 65438 000%, while among the 45 patients in the control group who received humanized nursing education, the patients' satisfaction with the nursing effect was 88.89%. The satisfaction degree of patients in the study group was significantly higher than that in the control group. Therefore, this humanized nursing education has positive promotion value in nursing education and clinical nursing [5].

refer to

Hong Lv, Zhang Ping. Application of humanistic quality training in characteristic nursing education [J]. Shizhen Traditional Chinese Medicine, 20 10, 08: 2119-2120.

[2] Zhou Ying and Hao Yanping. Analysis on the current situation and countermeasures of humanistic education in higher nursing education in China [J]. journal of nursing administration, 20 10/0,05: 347-349.

[3] Mu, Li Qiong. Reflections on the reform of humanistic quality education in higher nursing education [J]. China Nursing Education, 2014,02:149-151.

[4], Yang,. Research on the present situation of humanistic spirit education in nursing teaching [J]. Qilu Nursing Journal, 2014,04: 47-48.

[5] Zhao Guoxi, Jia, He Xiaoling, et al. Infiltrating humanistic care education in experimental teaching of gynecological nursing [J]. Journal of Nursing Science, 20 13, 10:60-62.

Fan: Analysis of the progress of narrative education in clinical nursing education Abstract: It introduced the concept, educational methods and application of narrative education in clinical nursing education, and summarized the application of narrative education in clinical nursing education from the aspects of providing a display platform for teachers, providing diversified teaching forms, improving the professional quality of teachers and students, and promoting the teaching of abstract concepts.

Keywords: narrative education; Clinical nursing education; study

In the early 1990s, Diekel-mann[ 1], an American nursing educator, first introduced narrative education into nursing education, proposing that narrative originated from the * * * experience of teachers and students in learning and teaching. Subsequently, in 200 1, Cha-Ron first put forward the concept of "narrative media cinema line". Narrative education is a research-based teaching method. The life experiences of nursing students, teachers and clinical nurses are explained, analyzed and reconstructed by the method of hermeneutic phenomenology, so as to achieve the educational purpose [3]. At present, clinical nursing education is still based on behaviorism, which attaches importance to the practical ability of nursing students, but lacks humanistic education. The "life experience" emphasized by narrative education is the advantage of clinical nursing, and the application of narrative education in clinical nursing education is worth further promotion. The purpose of this study is to summarize the application progress of narrative education in clinical nursing education and provide guidance for clinical nursing educators.

1 The concept and educational model of narrative education

1. 1 narrative education view

Narrative education means to achieve the purpose of education and research by narrating, explaining and reconstructing the stories and experiences of educators and nursing students [4]. Narrative is a method that combines the expressed ideas and teaches learners by telling stories to achieve educational purposes.

1.2 Narrative Education Model

1.2. 1 intensive reading

Read various forms of literary works, such as medical staff diaries, patient self-reports, etc. At the same time, it also includes the appreciation of various works of art to cultivate the listening comprehension ability of nursing students. Charon[5] put forward five elements of intensive reading: structure, form, time, scene and requirements, and further clarified the theme and goal of intensive reading.

1.2.2 reflective writing

American scholar Kerr [6] believes that reflective writing in the field of medical education is "writing to reflect on one's own experience for the purpose of self-cognition and/or professional growth", and reflective writing has the potential to change behavior. Reflective writing can make nursing students actively evaluate and share their experiences and show their inner experiences.

2 Application of narrative education in clinical nursing education

2. 1 narrative education application

Guo Yujie [7], a domestic scholar, put forward a four-step plan for narrative education to teach humanities through teaching experiments, namely, creating situations, stimulating emotions, practicing emotions and guiding emotions.

2. 1. 1 Create a situation

Teachers provide perceptual experience situations for nursing students through stories, poems, music, pictures and other artistic forms, including scene design, scene presentation, scene deduction and context awareness. Vasudha et al. [8] use reading literary works and reflective writing to guide nursing students to reflect on themselves in teachers' learning units and record events or feelings that have an impact on them.

2. 1.2 sense * * *

Nursing students experience aesthetics in the scene, produce accumulated emotions, experience a process of emotional development and produce emotional songs. Wall and others [9] organized nursing students to discuss the movies they watched, and asked questions to stimulate nursing students to think, so that nursing students could be in the scene of the movie and understand the meaning conveyed by the movie.

2. 1.3 exercise

Nursing students strengthen nursing quality in practice. Teachers use practical opportunities to let nursing students participate in nurse-patient interaction. Taking the personal practice and typical clinical examples of nursing students as narrative materials, the nursing quality is externalized, so that nursing students can experience learning in practice.

2. 1.4 guide emotions

Narration is based on reflection and creates meaning through personal experience [10]. On the basis of nursing students' practice and combined with situational teaching, teachers guide nursing students to reflect on themselves and realize the true meaning of care. Guo Yujie [7] collected the diaries of nursing students in the research of "theoretical construction and experiment of nursing humanistic care teaching mode", and recorded and reflected on the process of nursing patients. By reading the diary carefully and repeatedly, using the methods of "immersion" and "clarity" to understand and explain the contents of the diary, we can deeply understand the inner changes of nursing students and guide them to feel concerned in reflection.

2.2 The impact of narrative education on nursing students

① True humanistic feelings for nursing students: The humanistic feelings of nursing students come from the description of textbooks at most, and there is no feeling of putting themselves in their shoes. Narrative education can hide the narrative purpose of humanistic care in every vivid humanistic story, create a sensible working situation for nursing students, let nursing students understand the value of care, and provide an environment for nursing students to experience patients' feelings, self-discovery and realize the true meaning of care in real or simulated real situations. Narrative education provides a unique framework to explore and manage the complexity of treatment. Its influence goes beyond the doctor-patient relationship and extends to the relationship between doctors and themselves, doctors and doctors, and doctors and society. Listening to the stories told by medical workers can improve patients' nursing satisfaction [1 1], and at the same time, nursing students can better experience humanistic feelings in clinical nursing practice and achieve empathy. ② Improving the professional identity of nursing students: Narrative education can help nursing students understand the development history of nursing specialty through story telling, so as to establish their professional and cultural identity [12]. If nursing students don't know the history of nursing profession, they can't understand the struggles and achievements of nursing pioneers, evaluate the career guidance provided by leaders, and critically think about the future development direction of nursing [13]. Good guidance in clinical nursing education can make nursing students play an active role in their professional development and enable them to explore their personal and professional roles. Narrative education can be used as an important tool to improve the professional identity of nursing students. ③ Improving the critical thinking ability of nursing students: At present, there are many studies abroad that introduce narrative education into nursing education to explore whether narrative education can effectively improve the critical thinking ability, cognition and moral level of nursing students in clinical practice. Liu et al [14] investigated the critical thinking ability of undergraduate nursing students, and the results showed that only 3.2% of nursing students had strong critical thinking ability. At the same time, Li Dongmei et al.' s research [15] shows that nursing students have a low evaluation of ability training, especially in nursing leadership and critical thinking. There are many researches on the cultivation of critical thinking ability of nursing students in China [16- 17], and the actual effect is poor. Critical thinking is an abstract and conceptual thinking skill, which can not be taught in accordance with the conventional classroom teaching methods in the training process. The teaching form of narrative education is a process of actively exploring knowledge, asking questions and thinking. In the process of this exploration, the thinking of nursing students will make a qualitative leap, thus effectively cultivating the ability to find and solve problems and reflective thinking, and then improving the ability of critical thinking.

3 narrative education in clinical nursing education teaching effect

3. 1 Provide a display platform for teachers.

Clinical nursing educators' daily life and death experience, including daily emotional experience of excitement or loss, and how to deal with the nurse-patient relationship with patients have formed rich clinical experience over time. Nurses are usually required to show professionalism to control their emotions, and narrative education can give teachers a platform to share these valuable experiences with nursing students. While telling the story of his own experience, the tutor is also re-experiencing and combing his personal life course, expressing his inner world, making his subconscious views gradually emerge and clear, reflecting his emotions, goals, needs and values, and giving his life and actions new meaning [18]. Clinical nursing educators can reproduce their own experiences and communicate face to face with nursing students, which can not only exert the humanistic charm of these stories, but also narrow the distance between practice and theory and stimulate the inner feelings of nursing students.

3.2 Provide a variety of teaching forms

Diversification of clinical nursing education forms is conducive to improving teaching effect. For nursing students, narrative education can attract their attention, train their problem-solving ability, share their experiences and understand their own lives [19]. In health education, narratives enable nursing students to look at stories from the perspective of a certain role, promote empathy of nursing students, and thus have a deeper understanding. Narrative education provides a reference teaching form for clinical educators. Compared with traditional teaching methods, clinical educators can also choose a more suitable education method for nursing students.

3.3 Improve the professional quality of clinical educators

As a new educational method, narrative education is both a challenge and a potential opportunity for clinical educators, which puts forward higher requirements for clinical educators. Some research results show that 85.78% of nursing students think that the overall level of teaching teachers is average [20]. Xin Mingzhu and others [2 1] think that nursing students recognize the overall teaching quality, but think that the teaching consciousness, teaching skills and teaching level of nursing courses need to be improved. Nursing clinical teaching is an important link in the training of nursing professionals. Narrative education has a great influence on current clinical education. Clinical educators must strengthen their own learning and actively improve their professional quality in order to cope with the rapid development of nursing.

3.4 Narrative education is helpful for nursing students to improve their professional quality.

Many foreign studies have introduced narrative education into nursing education to explore whether narrative education can effectively improve the critical thinking ability of clinical practice nursing students and promote the improvement of cognitive and moral level. In 2004, kirkpatrick and others [22] mentioned that literature narrative education should be adopted in the teaching of elderly undergraduates, and thought that narrative education would help to improve the ability of nursing undergraduates to learn and solve problems and promote their personal growth. Mar-garet and others [23] applied narrative education to the nursing course of an Australian university, believing that narrative education can improve the professional knowledge, cultural awareness and sensitivity of nursing students.

3.5 Narrative education is conducive to the teaching of abstract concepts

Emotion is an experience that is difficult to describe in textbooks, and it is often the most difficult for nursing students to master this abstract concept, and emotional experience is the basis for nurses to have empathy. Brown and others use movies, literature and art to promote nursing students to actively explore the concepts of aging, mental illness, pain and bereavement. Narrative education integrates emotion into literature and film works, making abstract concepts concrete and easy for nursing students to understand [24]. Koenig and others [25] think that the understandable meaning of stories can make nursing students deeply understand the influence of disease crisis and transformation, and have a concrete understanding of the complexity of nursing.

3.6 Narrative education attaches importance to process education

The traditional teaching mode pays attention to the results and ignores the emotional experience of nursing students in the education process. Narrative education pays more attention to the detailed description of each teaching link, so that nursing students can experience the intentions expressed by educators themselves in the teaching process. Narrative teaching method requires teachers and nursing students to work together in the stories of patients or nurses, so as to achieve the meaning of understanding [24]. The process control of narrative education is relatively easy, which can guide nursing students to develop in a positive direction and achieve satisfactory teaching results. To sum up, narrative education, as a new educational method and means, has great application prospects in clinical nursing education. Narrative education has various forms, which plays a significant role in nursing students' humanistic care and cognitive ability. At the same time, there is little research on narrative in clinical nursing education in China, so it is urgent to actively carry out research and application in this field to improve the level of clinical nursing education.

References:

[ 1]DiekelmannNL。 Behavioral pedagogy: the experience of students and teachers in university education [J].journalofnursingedu- cation,1993,326:1.

[2] Chalong. Narrative medicine: form, function and ethics [J]. AnnInternMed，200 1， 134 1:83-87。

[3] Duckermann. Narrative pedagogy: Heidegger's hermeneutics * * * The life experience of students, teachers and clinicians. [J]。 AdvancesinNursingScience，200 1，233: 1。

[4] Duckermann. Awaken thinking again: is traditional pedagogynea-ring completion [j]. jnureduc,1995,345:195-196.

[5]CharonR。 Narrative medicine: respecting the history of diseases [M]. New york: Oxford University Press, 2008:304.

[6] Kerr. More than words: applying disciplines to filter and create writing practice and reflect on writing health education [J].JMedHumanit, 20 10/0,314: 295-301.

[7] Guo Yujie. Theoretical construction and experimental study of nursing humanistic care teaching mode [D]. Shanghai: Second Military Medical University, 20 1 1: 1.

Vasu Dahl, Sunderland Miller. The development of evidence-based medicine: using stories to communicate, learn and inspire [J]. Journal of Medical Education, 20 14, 62:355-356.

[9] Vorm, Rosinek. Multimedia teaching tools in psychiatry teaching [J].NursEduc, 2004,291:36-40.

[10] Tang Shengwei. Paradigm transformation of foreign narratology research-also on the present situation of domestic narratology research [J]. Journal of Sichuan International Studies University, 2003, 192: 15- 19.