叙事干预在有厌学倾向的高职护理专业学生中的应用研究

doi:10.3761/j.issn.1672-9234.2022.10.002

摘要/Abstract

摘要：

目的探讨叙事干预在高职护理专业学生中的应用方法和效果。方法选取30名有厌学倾向的一年级高职护理专业学生,对其开展为期5个月的叙事干预。叙事干预主要包括以下过程：建立关系,产生共情;问题外化,解构故事;树立榜样,改写故事;以身作则,持续认可。观察学生的学习状况和学习效果,并采用大学生厌学心理量表、学业自我效能感量表进行评价。结果叙事干预后学生厌学心理评分低于干预前（P<0.05）,学业自我效能感高于干预前（P<0.05）,学生成绩排名高于叙事前（P<0.05）。上课出勤率从70%上升到92%,迟到早退发生率从30%下降到5%。结论叙事干预能有效纠正学生的厌学心理,提高学习成绩,提升学业自我效能感。

关键词: 心理学,教育, 叙事, 自我效能, 厌学

Abstract:

Objective To explore the effects of narrative intervention in nursing students with weariness of learning in a higher vocational college. Methods Thirty first-year nursing students with weariness of learning in a higher vocational college were recruited. Narrative intervention was carried out for 5 months. Contents of the narrative intervention included：establishing relationships and generating empathy;deconstructing the story;setting an example and rewriting the story;and recognizing and accepting oneself. The students’ learning status and learning effect were observed and evaluated by the college students’ weariness scale and the academic self-efficacy scale. Results After the narrative intervention,the psychological score of students’ weariness was lower than that before the intervention（P<0.05）,the sense of academic self-efficacy was higher than that before the intervention（P<0.05）,and the ranking of academic performance was improved（P<0.05）. The attendance rate in class increased from 70% to 92%,and the incidence of late arrival and early leave decreased from 30% to 5%. Conclusion Narrative intervention can effectively correct students’ learning weariness,improve their academic performance and improve their academic self-efficacy.

Key words: Psychology,Educational, Narration, Self Efficacy, Weariness of learning

肖乐,张楠,江凤英. 叙事干预在有厌学倾向的高职护理专业学生中的应用研究[J]. 中华护理教育, 2022, 19(10): 876-880.

XIAO Le,ZHANG Nan,JIANG Fengying. The application of narrative intervention in nursing students with weariness of learning in a higher vocational college[J]. Chinese Journal of Nursing Education, 2022, 19(10): 876-880.

图/表 2

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