BOPPPS模型融合叙事护理实践提升护生人文关怀能力的研究 [中文引用][英文引用]

目的 探讨 BOPPPS 模型融合叙事护理实践在护生人文关怀能力培养中的应用效果。方法 选取 2024 年 9 月—11 月在本市某三级甲等综合医院实习的 90 名本科护生为研究对象，以实习小组为单位，并根据护士在岗情况和实习阶段分为对照组 48 名，试验组 42 名。对照组采用常规人文关怀教学模式，试验组采用基于导入（Bridge-in）、目标（Objective）、前测（Pre-test）、参与式（Parcticipatory）、后测（Post-test）、总结（Summary）即 BOPPPS 模型融合叙事护理实践的模式教学，比较干预后两组护生人文关怀能力、学习积极主动性、临床沟通能力和共情能力得分。结果 试验组干预后人文关怀能力总分及各维度得分、学习积极主动性、临床沟通能力、共情能力总分均高于对照组，两组比较，差异具有统计学意义（均 P<0.001）。结论 基于BOPPPS 模型的叙事护理培训可提升护生人文关怀能力、学习积极主动性、临床沟通能力与共情能力。

Objective To evaluate the application effectiveness of the BOPPPS teaching model integrated with narrative nursing practice for enhancing cultivation of the competence in humanistic care of nursing students. Methods A convenience sampling was used to recruit 90 nursing students and subsequently had them assigned to a control group（n=48）and an experimental group（n=42）. Nursing students in the control group received conventional humanistic care teaching，while the those in the experimental group received the training based on the BOPPPS（Bridge-in，Objective，Pre-test，Participatory Learning，Post-test and Summary）framework integrated with narrative nursing practice. Data were collected using the humanistic care competence assessment scale，learning proactivity scale，clinical communication skills scale，and Jefferson scale of empathy. The two groups were compared in terms of humanistic care competence，learning proactivity，clinical communication skills and empathy after the intervention. Results The nursing students in experimental group showed significantly higher scores of competence in humanistic care，learning proactivity，clinical communication skills and empathy than those in the control group（all P<0.001）. Conclusion The narrative nursing training based on BOPPPS framework enhances the nursing students with competence in humanistic care，learning proactivity，clinical communication skills and empathy.