护理专业学生在精神科护理教育中的叙事教学经验：一项现象学研究
Nursing students' experiences of narrative pedagogy in psychiatric nursing education: A phenomenological study.
摘要(中文译文)
本现象学研究旨在探讨本科护生在精神科护理教育中，基于佩里认知发展理论指导的叙事教学法的体验。精神科护理教育包含复杂的认知与情感要求，传统的以讲授为主的教学方法可能难以充分应对。尽管叙事教学法在护理教育中的应用日益增多，但其在教育理论指导下的应用仍然有限。本研究为质性现象学研究。在精神科护理课程全程实施基于佩里认知发展理论指导的叙事教学法。课程结束后，目的性抽取18名本科护生，邀请其参与半结构化访谈以探讨其体验。采用Colaizzi七步现象学方法分析数据。共识别出五个主题：（1）从知识理解到认知建构；（2）从情感联结到共情理解；（3）从体验乐趣到投入学习；（4）从专业赋能到职业重新定位；（5）经历认知负荷与参与挑战。学生描述了对知识的吸收与建构能力加深、情感联结增强与共情发展提升、学习投入增加以及对精神科护理兴趣日益增长。同时，也对教学时间分配和参与度有限提出了担忧。叙事教学法促进了精神科护理教育中的认知与情感学习。解决与时间分配和参与度相关的担忧可能进一步增强学习体验。同时，应监测叙事教学法的长期影响。整合虚拟现实等新兴技术可能为丰富叙事教学提供更多机会。
Abstract
This phenomenological study aimed to explore the experiences of undergraduate nursing students in psychiatric nursing education using narrative pedagogy informed by Perry's cognitive development theory. Psychiatric nursing education entails complex cognitive and emotional demands that traditional lecture-based approaches may insufficiently address. Though narrative pedagogy has been increasingly used in nursing education, its application, informed by educational theory, remains limited. A qualitative phenomenological study. Narrative pedagogy informed by Perry's cognitive development theory was implemented throughout the psychiatric nursing course. After completing the course, 18 undergraduate nursing students were purposively sampled and invited to participate in semi-structured interviews to explore their experiences. Data were analysed using Colaizzi's seven-step phenomenological method. Five themes were identified: (1) from knowledge understanding to cognitive construction; (2) from emotional connection to empathic understanding; (3) from experiencing enjoyment to engaging in learning; (4) from professional empowerment to career reorientation; and (5) experiencing cognitive load and participation challenges. Students described a deepening ability to absorb and construct knowledge, enhanced emotional connection and empathy development, increased engagement in learning and growing interest in psychiatric nursing. Meanwhile, concerns were raised regarding instructional time allocation and limited participation. Narrative pedagogy facilitated both cognitive and emotional learning in psychiatric nursing education. Addressing concerns related to time allocation and participation may further enhance learning experiences. Meanwhile, the long-term impact of narrative pedagogy should be monitored. The integration of emerging technologies, such as virtual reality, may offer additional opportunities to enrich narrative-based teaching.
如何引用
AMA
Ling Shen, Huijun Huang, Fangping Guan. Nursing students' experiences of narrative pedagogy in psychiatric nursing education: A phenomenological study.. Nurse education in practice. 2026; doi:10.1016/j.nepr.2026.104845.
APA
Ling Shen, Huijun Huang, Fangping Guan (2026). Nursing students' experiences of narrative pedagogy in psychiatric nursing education: A phenomenological study.. Nurse education in practice. https://doi.org/10.1016/j.nepr.2026.104845
GB/T 7714
Ling Shen, Huijun Huang, Fangping Guan. Nursing students' experiences of narrative pedagogy in psychiatric nursing education: A phenomenological study.[J]. Nurse education in practice, 2026 doi:10.1016/j.nepr.2026.104845.
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