基于建构主义的叙事教学在高职护理专业学生医学人文素养培养中的实践与成效

doi:10.3761/j.issn.1672-9234.2026.09.009

中华护理教育 ›› 2026, Vol. 23 ›› Issue (9): 1080-1086.doi: 10.3761/j.issn.1672-9234.2026.09.009

基于建构主义的叙事教学在高职护理专业学生医学人文素养培养中的实践与成效

葛宾倩(), 盛楠, 吕涵, 虞晓漪, 张慧, 沈娟^*()

苏州卫生职业技术学院护理学院苏州市 215009

收稿日期:2026-04-18 出版日期:2026-09-15 发布日期:2026-09-15
通讯作者: *沈娟，E-mail：48269320@qq.com
作者简介:葛宾倩：女，硕士，讲师/主管护师，E-mail：1092520947@qq.com
第一联系人：作者贡献声明
研究构思与设计为葛宾倩、虞晓漪、张慧、吕涵，数据收集与处理为葛宾倩、盛楠，论文撰写为葛宾倩，英文修订、论文修改和审校为沈娟。
基金资助:
江苏省高校哲学社会科学研究项目(2025SJYB1143)

Application of narrative combined constructivist teaching in improving medical humanistic literacy of nursing students in higher vocational colleges

GE Binqian(), SHENG Nan, LÜ Han, YU Xiaoyi, ZHANG Hui, SHEN Juan^*()

School of Nursing， Suzhou Vocational Health College， Suzhou 215009， China

Received:2026-04-18 Online:2026-09-15 Published:2026-09-15
Contact: *SHEN Juan，E-mail：48269320@qq.com
Supported by:
Philosophy and Social Sciences Research Project for Universities in Jiangsu Province(2025SJYB1143)

摘要/Abstract

摘要：

目的探讨建构主义学习理论指导的叙事教学在高职综合技能训练课程中的应用效果。方法便利选取苏州市某高职院校2024级护理专业2个自然班学生（大学二年级学生）为研究对象，采用抽签法，以班级为单位将其随机分为对照组（n=50）和试验组（n=49）。在综合技能训练课程中，对照组接受传统的案例式教学（case-based learning，CBL），试验组接受“情境创设—协作探究—意义建构—反思升华”四阶式建构主义学习理论指导的叙事教学。比较两组综合技能考核成绩、课程前后的人文关怀能力得分，以及试验组课程前后的医学叙事能力得分。结果试验组综合技能考核成绩、课程后人文关怀能力得分均高于对照组（P<0.001）；课程后医学叙事能力得分高于课程前（P<0.001）。结论建构主义学习理论指导的叙事教学能提升高职护理专业学生的医学叙事能力和人文关怀能力，并提高其操作技能水平，值得在护理技能教学中推广应用。

关键词: 叙事医学, 建构主义, 技能教学, 护理专业学生, 人文关怀, 高职

Abstract:

Objective To explore the application efficacy of narrative combined constructivist teaching in the Comprehensive Skill Enhancement course for higher vocational nursing students. Methods Convenience sampling was adopted to select students from two intact classes（sophomores） of Grade 2024 nursing major in a higher vocational college in Suzhou City as participants. By drawing lots，the classes were randomly divided into control group（n=50） and experimental group（n=49）. During the Comprehensive Skill Enhancement course，the control group received conventional case-based learning（CBL），while the experimental group adopted a four-stage narrative combined constructivist teaching framework：context establishment，collaborative inquiry，meaning construction，reflection and sublimation. We compared the scores of comprehensive skill assessment between the two groups，the scores of humanistic care ability before and after the course in both groups，as well as the medical narrative ability scores of the experimental group before and after the course. Results The scores of comprehensive skill assessment and post-course humanistic care ability in the experimental group were higher than those in the control group（P<0.001）；the post-course medical narrative competence score was higher than its pre-course score（P<0.001）. Conclusion Narrative combined constructivist teaching can improve higher vocational nursing students’ medical narrative competence，humanistic care competence and operational skills. This teaching mode is recommended for widespread adoption in nursing skills teaching courses.

Key words: Narrative Medicine, Constructivism, Skill Training, Nursing Students, Humanistic Care, Higher Vocational Education

葛宾倩, 盛楠, 吕涵, 虞晓漪, 张慧, 沈娟. 基于建构主义的叙事教学在高职护理专业学生医学人文素养培养中的实践与成效[J]. 中华护理教育, 2026, 23(9): 1080-1086.

GE Binqian, SHENG Nan, LÜ Han, YU Xiaoyi, ZHANG Hui, SHEN Juan. Application of narrative combined constructivist teaching in improving medical humanistic literacy of nursing students in higher vocational colleges[J]. Chinese Journal of Nursing Education, 2026, 23(9): 1080-1086.

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基于建构主义的叙事教学在高职护理专业学生医学人文素养培养中的实践与成效

Application of narrative combined constructivist teaching in improving medical humanistic literacy of nursing students in higher vocational colleges

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