Objective:To examine the effect of penetrating humanistic care educationin to gynecological clinical practice teaching to nursing students′humanistic care ability. Methods:A total of 236 nursing students in the First Affiliated Hospital of Xi′an Jiaotong University were allocated to the experimental group ( n=123 ) with the clinical practice teaching methods, of which the core was training humanistic care ability, while the control group ( n=113) in the Second Affiliated Hospital of Xi′an Jiaotong University with the routine method, which mainly trained the operating skills. The humanistic caring ability between these two group students was compared. Results: Be-fore the internship, there was no statistical significance between the two groups (P>0. 05). After the internship, the rewere no significant difference ( P>0 . 05 ) in the scores of "assisting to meet the basic needs","providing a good environment", and"helping to solve the difficulty". For the dimensions of"infusing faith and hope","health education","humanistic and altruistic value","solving health problems scientifically","promoting emotional com-munication", and the total scale, the scores were significantly higher than those of the control group (P<0. 05). Conclusion:In the clinical practice teaching, permeating humanistic care education helps to improve the nursing students′ability of humanistic care.%目的：探讨在妇科临床实习教学中渗透人文关怀教育对护理专业大学生人文关怀能力的干预效果。方法选择2014年7月至2015年5月实习的护理专业大学生为研究对象，选择在西安交大第一附属医院妇科实习的学生为实验组(123人)；选择在西安交大第二附属医院妇科实习的学生为对照组(113人)。实验组采用以培养人文关怀能力为核心的临床实习教学方法；对照组采用传统的以培养操作技能为主的临床实习教学方法。比较两组大学生人文关怀能力得分的差异。结果实习前两组护生得分差异无统计学意义(P>0.05)；实习后实验组护理专业大学生在“协助满足基本需求”“提供良好环境”“帮助解除困难”三个维度得分与实验组无明显差异(P>0.05)；而在“灌输信念和希望”“健康教育”“人道、利他价值观”“科学解决健康问题”“促进情感交流”五个维度得分及人文关怀能力总分明显高于对照组(P<0.05)。结论在临床实习教学中渗透人文关怀教育有助于提高护理专业大学生的人文关怀能力。
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