Objective To examine the effect of narrative nursing teaching on public stigma of mental illness in nursing undergraduates.Methods A total of 160 nursing undergraduates were randomly assigned to control and experimental group of 80 ones each, the experimental did narrative nursing teaching, the control received traditional clinical teaching, and questionnaires were performed for teaching effects and public stigma of mental illness in students participating in learning after probation.Results Theoretical test scores were significantly higher in experimental than in control group, acceptance score of the Internalised Stigma of Mental Illness Scale (ISMI) was significantly lower after teaching compared with pre-teaching in experimental (P<0.01) and than in control group (P<0.01).Conclusion Narrative teaching of nursing is conduce to the mastery of mental symptom knowledge and the acceptance of mental patients and can be used as an effective psychiatric clinical practical teaching style.%目的 探讨叙事护理教学对护理本科生对精神病公众污名的影响. 方法 将160名护理本科生随机分为实验组和对照组,各80名,实验组采用叙事护理教学,对照组采用传统临床带教,见习结束后对参加学习的学生进行教学效果以及精神病公众污名的问卷调查. 结果 实验组精神症状理论考试成绩显著优于对照组,授课后实验组精神病公众污名量表接纳分量表得分显著低于授课前(P<0.01),且显著低于对照组(P<0.01). 结论 叙事护理教学有助于提升护理本科生对精神症状知识的掌握及对精神疾病患者的接纳程度,可作为有效的精神科临床实践教学形式.
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