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