A systematic review on the integrated application of evidence-based narrative education and undergraduate nursing teaching
10.12026/j.issn.1001-8565.2026.02.13
- VernacularTitle:基于循证的叙事教育与护理本科教学融合应用的系统评价
- Author:
Nannan BAI
1
;
Meng LI
2
;
Qian LIANG
2
;
Chou YAO
3
;
Yan WANG
4
;
Ju HAN
3
;
Chenyang HOU
1
;
Nana XING
5
Author Information
1. School of Nursing， Shaanxi University of Chinese Medicine， Xianyang 712046， China
2. Department of Endocrine Metabolism， the First Affiliated Hospital of Xi’an Jiaotong University， Xi’an 710061， China
3. The First Affiliated Hospital of Xi’an Jiaotong University， Xi’an 710061， China
4. Department of Endocrinology， Ankang Hospital of Traditional Chinese Medicine， Ankang 725000， China
5. Digestive Disease Ward， the Second Department of Internal Medicine， Armed Police Corps Hospital of Shaanxi， Xi’an 710054， China
- Publication Type:Journal Article
- Keywords:
narrative nursing;
narrative education;
undergraduate nursing student
- From:
Chinese Medical Ethics
2026;39(2):229-237
- CountryChina
- Language:Chinese
-
Abstract:
ObjectiveTo systematically evaluate the application of narrative education in undergraduate nursing teaching， to understand the current application status of narrative education， and to provide a theoretical basis for the subsequent establishment of a sound narrative education system. MethodsA systematic search was conducted for studies published in Chinese and English databases on applying narrative education to undergraduate nursing teaching， with the search period ranging from database inception to February 23， 2025. Literature was screened， and relevant information was extracted. A rigorous quality evaluation was conducted on the included studies， and a descriptive analysis was performed on their content. ResultsA total of 20 papers were included， involving 3，180 research subjects， all of whom were undergraduate nursing students. The results of descriptive analysis showed that the teaching model of narrative education primarily encompassed reading narrative works， watching films and videos， performing narrative scenarios， and writing reflective journals. The course setting and content covered pre-teaching preparation and in-teaching implementation. The evaluation of teaching effectiveness included the evaluation of teachers’ teaching methods （student evaluation/self-evaluation） and the evaluation of students’ learning effectiveness （course grade evaluation/humanistic care scale/empathy scale assessment， and others）. ConclusionNarrative education combines abstract concepts with concrete clinical situations， which not only enriches students’ learning experiences but also enhances their humanistic literacy. Meanwhile， it provides teachers with opportunities to develop their narrative teaching skills， which requires them to possess profound professional knowledge and employ narrative techniques to guide students in reflection and critical thinking， thereby improving teaching quality and learning outcomes. Future efforts should consistently deepen the connotation research of narrative education and build a systematic nursing education system.
