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