| 孟 鑫,乔美琪,王 静,胡绘杰.体验式教学模式对助产专业本科生共情能力、
临床沟通能力和人文关怀能力的影响[J].现代生物医学进展英文版,2025,(3):583-589. |
| 体验式教学模式对助产专业本科生共情能力、
临床沟通能力和人文关怀能力的影响 |
| Impact of Experiential Teaching Mode on Empathy,Clinical Communication, and Humanistic Care Abilities ofUndergraduate Students Majoring in Midwifery |
| Received:November 21, 2024 |
| DOI：10.13241/j.cnki.pmb.2025.03.024 |
| 中文关键词: 体验式教学模式 助产专业 本科生 共情能力 沟通能力 人文关怀能力 |
| 英文关键词: Experiential teaching mode Midwifery profession Undergraduate Empathy ability Communication skills Humanistic care ability |
| 基金项目:2023年度新乡医学院三全学院教育教学改革研究与实践项目（2023XJJG50，2023XJJG42）；
2022年度新乡医学院三全学院优秀青年教师培养计划（qnjs2022003） |
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| 中文摘要: |
| 摘要 目的：探讨体验式教学模式对助产专业本科生共情能力、临床沟通能力和人文关怀能力的影响。方法：采用随机数字表法，将2023级本科助产专业4个班共120名学生分为对照组（采用传统教学模式，2个班，n=58）和研究组（在对照组的基础上采用体验式教学模式，2个班，n=62），对比两组考核成绩、共情能力、人文关怀能力、临床沟通能力和教学满意度。结果：两组干预后考核成绩升高，且研究组高于对照组（P<0.05）。两组干预后认知、勇气、耐心、总评分升高，且研究组高于对照组（P<0.05）。两组干预后观点采择、情感护理、换位思考评分升高，且研究组高于对照组（P<0.05）。两组干预后建立和谐关系、验证感受、共同参与、敏锐倾听、确认患者的问题、传递有效信息评分和总分升高，且研究组高于对照组（P<0.05）。研究组的总满意度高于对照组（P<0.05）。结论：体验式教学模式可提高助产专业本科生共情能力、临床沟通能力和人文关怀能力，同时还可提高其对教学方案的满意度。 |
| 英文摘要: |
| ABSTRACT Objective: To explore the impact of experiential teaching mode on the empathy, clinical communication, and humanistic care abilities of undergraduate students majoring in midwifery. Methods: Using random number table method, a total of 120 students from 4 classes of undergraduate midwifery major in 2023 were selected. divided into control group (traditional teaching mode, 2 classes, n=58) and study group (experiential teaching mode on the basis of control group, 2 classes, n=62). The result of examination, empathy ability, humanistic care ability, clinical communication ability, and teaching satisfaction of the two groups were compared. Results: The result of examination of both groups increased after intervention, and the study group was higher than that of the control group (P<0.05). Cognitive, courage, patience, tocal scores increased after intervention in both groups, and the study group was higher than that of the control group (P<0.05). The scores of perspective taking, emotional care, empathy increased after intervention in both groups, and the study group was higher than that of the control group (P<0.05). The scores of establish harmonious relationship, varify feelings, joint participation, listen sensitivety, confirm the patient's issue, transmitting effective information, total points increased after intervention in both groups, and the study group was higher than that of the control group (P<0.05). The overall satisfaction of the research group was higher than that of the control group (P<0.05). Conclusion: The experiential teaching model can improve the empathy, clinical communication, and humanistic care abilities of undergraduate students majoring in midwifery, while also increasing their satisfaction with the teaching plan. |
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