Chinese Journal of Nursing Education >
The effects of Balint group combined with scenario drama on improving the empathy ability and clinical communication skills among nursing students
Received date: 2019-10-24
Online published: 2020-10-29
Objective To explore the effects of Balint group combined with scenario drama on improving the empathy ability and clinical communication skills among nursing students. Methods From march to June 2019,80 year-two nursing students were recruited and evenly divided into two groups. The experimental group took part in the Balint group combined with scenario drama training. Students in the experimental group were divided into groups with 10 students in each group. They participated in the Balint group once every 2 weeks for 90 minutes each time for a total of 6 times. Every time after the Balint group,the students had scenario drama training for 80 minutes. Students in the control group took part in the Balint group only. The Chinese version of the Jefferson Scale of Empathy for the Nursing Students and the clinical Communication Skills Scale of the Nursing Students were used respectively to investigate the empathy ability and the clinical communication skills. Results The scores of nursing students’empathy ability were higher than those before training in both groups（P<0.05）. The scores of empathy ability in the experimental group were higher than those in the control group（P<0.05）. The scores of the clinical communication skills were higher than those before training in both two groups（P<0.05）.The scores of the clinical communication skills in the experimental group were higher than those in the control group（P<0.05）. Conclusion The Balint group combined with scenario drama training can improve the empathy ability and the clinical communication skills of nursing students more effectively.
Key words： Students; Nursing; Psychotherapy; Empathy; Clinical Competence; Communication; Balint group; Scenario drama
Xian WANG , Qiu-xin YIN , Hua-juan CAI , Hong-fang YE , Ying WANG . The effects of Balint group combined with scenario drama on improving the empathy ability and clinical communication skills among nursing students[J]. Chinese Journal of Nursing Education, 2020 , 17(10) : 869 -873 . DOI: 10.3761/j.issn.1672-9234.2020.10.001
| [1] | 丁向, 何诗雯, 熊华, 等. 护理实习生共情能力及其影响因素的调查研究[J]. 临床小儿外科杂志, 2018,17(3):236-240. |
| [2] | 卫慧, 许雅芳, 黄莺, 等. 本科护生情绪智力和共情能力现况调查[J]. 国际护理学杂志, 2018,37(19):2627-2630. |
| [3] | 张洁, 袁媛, 胡兰英. 护理实习生临床沟通能力培养的研究进展[J]. 中华现代护理杂志, 2019,25(15):1973-1977. |
| [4] | Horder J. The first Balint group[J]. Br J Gen Pract, 2001,51(473):1038-1039. |
| [5] | 薛俊琳, 金瑞华, 淮盼盼. 巴林特小组在提高护理本科生共情能力中的应用研究[J]. 中华护理教育, 2018,15(3):181-184. |
| [6] | 薛超, 张绘莉, 许左隽, 等. 巴林特小组改善医学生临床实践中共情与医患沟通能力的研究[J]. 中华医学教育探索杂志, 2018,17(2):201-205. |
| [7] | 代艺, 闻曲, 郭潇. 应用巴林特小组训练模式提高实习护生护理人文关怀能力[J]. 护理研究, 2017,31(6A):2014-2016. |
| [8] | 王向荣, 南亚星, 乔桂圆, 等. 巴林特小组活动对本科护生共情能力的影响[J]. 护理学报, 2018,25(23):68-70. |
| [9] | 容根南, 蒋红. 护理情景剧在我国临床护士培训中的研究进展[J]. 护理学报, 2015,22(15):20-23. |
| [10] | Graham S, Gask L, Swift G, et al. Balint-style case discussion groups in psychiatric training:an evaluation[J]. Acad Psychiatry, 2009,33(3):198-203. |
| [11] | 李霞, 孙宏玉. 杰斐逊共情量表(护生版)的编译及信效度检验[J]. 中华现代护理杂志, 2011,17(24):2853-2856. |
| [12] | 杨芳宇. 护生临床沟通能力测评量表的初步研制[D]. 北京:北京协和医学院;中国医学科学院;清华大学医学部;中国协和医科大学, 2003: 44-45. |
| [13] | Rogers CR. The necessary and sufficient conditions of therapeutic personality change[J]. J Consult Psychol, 1957,21(2):95-103. |
| [14] | Percy M, Richardson C. Introducing nursing practice to student nurses:how can we promote care compassion and empathy[J]. Nurse Educ Pract, 2018,29:200-205. |
| [15] | 穆婧, 臧德华, 袁静秋, 等. 角色扮演法对促进护生共情能力提高效果研究[J]. 护士进修杂志, 2016,31(3):257-258. |
| [16] | Larti N, Ashouri E, Aarabi A. The effect of an empathy role-play program for operating room nursing students[J]. J Educ Eval Health Prof, 2018,15:29. |
| [17] | Fjortoft N, van Winkle LJ, Hojat M. Measuring empathy in pharmacy students[J]. Am J Pharm Educ, 2011,75(6):109. |
| [18] | 徐静, 何厚建, 陈盈, 等. 巴林特小组应用于国内护患沟通的研究分析[J]. 医学与哲学, 2019,40(1):57-60. |
| [19] | Steyn M, Borcherds R, van der Merwe N. The use of a rating instrument to teach and assess communication skills of health-care workers in a clinic in the Western Cape[J]. Curationis, 1999,22(2):32-40. |
| [20] | 蒋敏, 白琴, 陈超然, 等. 护理实习生自我导向学习能力与临床沟通能力关系研究[J]. 中华护理教育, 2016,13(7):523-527. |
| [21] | Latif R, Mumtaz S, Mumtaz R, et al. A comparison of debate and role play in enhancing critical thinking and communication skills of medical students during problem based learning[J]. Biochem Mol Biol Educ, 2018,46(4):336-342. |
| [22] | Torppa MA, Makkonen E, M?rtenson C, et al. A qualitative analysis of student Balint groups in medical education:contexts and triggers of case presentations and discussion themes[J]. Patient Educ Couns, 2008,72(1):5-11. |
/
| 〈 |
|
〉 |