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Effects of humanistic care digital storytelling programme on the humanistic qualities of intensive care unit nursing students: A mixed-methods study

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Publicado no:Nurse Education in Practice vol. 85 (May 2025), p. 104348
Autor principal: Guo, Jiayi
Outros Autores: Deng, Xianjiao, Zhu, Jie, Gao, Shurui, Li, Xuting, Huang, Lihua, Ye, Man
Publicado em:
Elsevier Limited
Assuntos:
Internships
Mixed methods research
Digital storytelling
Intervention
Students
Clinical training
Communication
Emotional intelligence
Medical education
Diaries
Clinical medicine
Patient satisfaction
Participation
Intensive care
Teaching
Storytelling
Communication skills
Curricula
Nursing education
Discussion groups
Patient communication
Quasi-experimental methods
Integrated care
Nursing
Empathy
Emotions
Feedback
Patients
Qualitative research
Classrooms
Ability
Data collection
Intelligence
Nurses
Research design
Variance analysis
Education
Satisfaction
Communicative competence
Autobiographical literature
Groups
Full Time Students
Psychological Needs
Sample Size
Feasibility Studies
Learner Engagement
Mental Disorders
Methods Research
Participant Satisfaction
Medical Care Evaluation
Control Groups
Reflection
Internship Programs
Nursing Students
Student Interests
Interpersonal Communication
Classroom Communication
Classroom Environment
Story Telling
Educational Background
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Resumo:Aim To explore the effects of a humanistic care digital storytelling programme on the humanistic care ability, empathy, emotional intelligence and clinical communication ability. Background Humanistic qualities are vital for patient satisfaction and nursing quality. However, traditional nursing curricula may impede their development, especially in intensive care unit settings. Digital storytelling shows promise, but its effectiveness in enhancing humanistic qualities remains unclear. Design A quasi-experimental design with repeated measures, using a convergent parallel mixed-methods approach. Methods In a tertiary hospital in Changsha, China, 37 nursing students participated in the intervention group and 40 in the control group. The four-week intervention included educational sessions, reflective diaries and discussion groups. Humanistic qualities were assessed quantitatively at baseline, post-intervention and one-month follow-up using repeated measures ANOVA. Qualitative data from diaries and interviews were analyzed using reflective thematic analysis. Results The intervention group demonstrated significantly improved humanistic care ability and empathy scores compared with controls (p < 0.05). Interaction effects were significant for both humanistic care ability (p < 0.05) and emotional intelligence (p < 0.001). The intervention group also showed statistically significant improvements in humanistic care ability and emotional intelligence at both post-intervention and follow-up (p < 0.05). Qualitative analysis revealed four themes: Infectious fusion and Educational Significance, Balancing Enjoyment and Reflection, Complementary Relationship between the Teaching Curriculum and Clinical Practice and Recommendations for Improving the Teaching curriculum. Conclusion The digital storytelling programme effectively enhances humanistic qualities among intensive care unit nursing students, supporting its integration into nursing education for improved outcomes.
ISSN:1471-5953
1873-5223
DOI:10.1016/j.nepr.2025.104348
Fonte:Sociology Database