The impact of integrating narrative pedagogy into clinical teaching on the professional identity and empathy of undergraduate nursing students
叙事教育融入临床带教对本科护生职业认同感及共情能力的影响

摘要

目的 分析叙事教育融入临床带教对本科护生职业认同感及共情能力的影响。方法 将2024年1月至2025年12月来自我院的126例本科护生作为研究对象，随机分成对照组与观察组，每组各63例，进行随机对照研究。观察组给予叙事教育融入临床带教，并以传统临床教学方法作为对照组进行观察研究。比较两组本科护生考核成绩、职业认同感、共情能力、对教学模式的评价结果。结果 与对照组比较，观察组护生理论知识、临床操作技能等考核成绩均明显升高（P<0.05）；带教后两组职业认同感、共情能力均升高，且与对照组比较，观察组护生职业认同感、共情能力均较优异（P<0.05）；观察组护生的教学评价中，教学方案贴合临床实际、满足心理需求与专业期待、实习收获大等占比均高于对照组（P<0.05）。结论 将叙事教育融入临床带教有助于提升本科护生考核成绩，促进其加深职业认同感，提高共情能力，此种带教模式下，护生对教学模式的评价结果较优。

Abstract

Objective To analyze the impact of integrating narrative pedagogy into clinical teaching on the professional identity and empathy of undergraduate nursing students.
Methods A randomized controlled study was conducted, enrolling 126 undergraduate nursing students from our hospital between January 2024 and December 2025. They were randomly divided into a control group and an observation group, with 63 cases in each group. The observation group received clinical teaching integrated with narrative pedagogy, while the control group was observed using traditional clinical teaching methods. The assessment scores, professional identity, empathy, and evaluation of the teaching model were compared between the two groups.
Results Compared with the control group, the observation group showed significantly higher scores in theoretical knowledge and clinical operational skills assessments (P<0.05). After the teaching intervention, both groups exhibited improved professional identity and empathy, with the observation group demonstrating superior outcomes in both aspects compared to the control group (P<0.05). In the teaching evaluation, the observation group reported higher proportions of positive feedback regarding the teaching program’s alignment with clinical practice, fulfillment of psychological needs and professional expectations, and substantial gains from the internship compared to the control group (P<0.05).
Conclusion   Integrating narrative pedagogy into clinical teaching helps enhance the assessment performance of undergraduate nursing students, promotes a deeper sense of professional identity, and improves empathy. Under this teaching model, students’ evaluations of the teaching approach are more favorable.