ArticleHeliyon2023
Effectiveness of narrative pedagogy in developing nursing undergraduates' humanistic care ability for hospitalized children: A mixed-method study.
Article in Heliyon, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- The mediating effects of self-directed learning and nursing professional values on the relationship between digital literacy and narrative competence among nursing students: a cross-sectional study.BMC medical education · 2026Article
- BOPPPS-based teaching combined with narrative pedagogy and curriculum ideology and politics in clinical nursing in gastrointestinal surgery: a quasi-experimental study.Frontiers in medicine · 2026Article
- Service quality in hospital inpatient care: SERVQUAL model approach.Health SA = SA Gesondheid · 2025Article
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: The development of nursing students' ability to care for children is an important part of their nursing education. However, nursing students' understanding of children's experiences in healthcare is vague. The traditional lecture approach is not conducive to the cultivation of humanistic care competencies for hospitalized children. Objectives: This study aimed at exploring the effectiveness of narrative pedagogy on developing nursing students' ability to care for hospitalized children. Design: A quasi-experimental non-equivalent control group pre-test and post-test design. Setting: and participants: A purposive sampling method was used for this study. The study participants included 588 first-year nursing students in four classes at a university in western China. The students enrolled in a nursing humanistic curriculum were divided into an experimental group (295 students) and a control group (293 students). Methods: During the 5 weeks of hospitalized children's care program, the experimental group received narrative pedagogy, while the control group received traditional teaching with 2 credit hours per week. Data were collected quantitatively using the Caring Ability Inventory (CAI), as well as qualitatively through individual interviews and reflective diaries. Results: The average scores on the CAI and subscales significantly improved for both groups. As a result of controlling for the effect of pre-test scores, the experimental group had significantly higher post-test scores on the CAI than the control group. Qualitative content analysis demonstrated that narrative pedagogy enhanced nursing students' emotional experiences and facilitated their understanding of the caring practice for sick children. Conclusion: Narrative pedagogy has positive implications for improving students' care competencies for hospitalized children.
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