Promoting reflective learning during clinical internship through narrative workshops: A quasi-experimental study in Italian nursing students

IF 2.5 Q2 NURSING

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-08 DOI:10.1016/j.teln.2026.07.007

Eleonora Zanella PhD, MSc, RN,, Paola Arcadi PhD, MSc, RN, Alessia Sorrenti MSc, RN, Claudia Cafiero MSc, RN, Maura Lusignani MSc, RN, Stefano Terzoni PhD, MSc, RN

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引用次数: 0

Abstract

Introduction

Relational competencies—emotional intelligence, empathy, and self-awareness—are essential in nursing yet difficult to cultivate during emotionally intense clinical training. Health Humanities and Narrative Medicine are educational approaches that integrate arts and storytelling to interpret illness experiences and use narrative tools (e.g., writing, images, film) to foster reflection, empathy, and holistic, patient-centered care grounded in patients’ lived experience.

Objectives

This study examined the effectiveness of structured narrative workshops—reflective writing and close reading—implemented during clinical internships in supporting emotional intelligence, empathy, and self-awareness among undergraduate nursing students.

Method

We conducted a quasi-experimental pre–post study with first-year nursing students from four campuses of the University of Milan, assigned to an intervention group (n = 19) or control group (n = 16). The intervention included two workshops using reflective writing and close reading to re-elaborate clinical experiences. Emotional intelligence (Schutte Self-Report Emotional Intelligence Test), mindful awareness (Mindful Attention Awareness Scale), and empathy (Jefferson Scale of Empathy) were measured at baseline and postintervention and analyzed using linear mixed-effects models with bootstrap resampling.

Results

Thirty-five students participated. Significant group × time interactions were observed for emotional intelligence (P < .0001) and mindful awareness (P = .0005), with greater improvement in the intervention group. No significant effect was found for empathy.

Conclusions

Structured narrative practices may support emotional intelligence and reflective awareness during clinical training, strengthening the relational dimension of nursing education. Reflective workshops may represent a practical educational strategy to help students process clinical experiences at emotional and relational levels. Further research integrating quantitative and qualitative approaches is needed.

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通过叙事工作坊促进临床实习期间的反思性学习：意大利护理学生的准实验研究

关系能力——情商、同理心和自我意识——在护理中是必不可少的，但在情感密集的临床训练中很难培养。健康人文科学和叙事医学是结合艺术和讲故事来解释疾病经历的教育方法，并使用叙事工具（例如，写作，图像，电影）来培养反思，同理心，以及基于患者生活经验的整体，以患者为中心的护理。目的探讨在临床实习期间实施的结构化叙事工作坊（反思性写作和细读）对护理本科生情商、同理心和自我意识的影响。方法对来自米兰大学四个校区的一年级护理专业学生进行准实验前后研究，将其分为干预组（n = 19）和对照组（n = 16）。干预包括两个研讨会，使用反思性写作和细读来重新阐述临床经验。在基线和干预后测量情绪智力（舒特自我报告情商测试）、正念意识（正念注意意识量表）和共情（杰斐逊共情量表），并采用线性混合效应模型进行自举重采样分析。结果35名学生参与。在情绪智力（P < 0.0001）和正念意识（P = 0.0005）方面观察到显著的组×时间交互作用，干预组改善更大。在共情方面没有发现显著的影响。结论在临床培训过程中，结构化叙事练习可提高患者的情绪智力和反思意识，强化护理教育的关系维度。反思性研讨会可能是一种实用的教育策略，可以帮助学生在情感和关系层面上处理临床经验。进一步的研究需要结合定量和定性的方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Learning in Nursing NURSING-

CiteScore

2.60

自引率

10.50%

发文量

119

审稿时长

37 days

期刊介绍： Teaching and Learning in Nursing is the Official Journal of the National Organization of Associate Degree Nursing. The journal is dedicated to the advancement of Associate Degree Nursing education and practice, and promotes collaboration in charting the future of health care education and delivery. Topics include: - Managing Different Learning Styles - New Faculty Mentoring - Legal Issues - Research - Legislative Issues - Instructional Design Strategies - Leadership, Management Roles - Unique Funding for Programs and Faculty