Storytelling as a transformative tool: how narrative-based teaching reshapes clinical education outcomes in vocational nursing internships
Open accessAbstract
Background: Traditional clinical apprenticeships in Chinese vocational nursing education often inadequately address professional identity development. This study evaluates the effectiveness of narrative pedagogy in enhancing professional identity and clinical competencies among vocational nursing interns. Objective: To evaluate the impact of narrative teaching interventions on two primary outcomes: professional identity development and clinical competency acquisition among vocational nursing interns. Methods: Using stratified cluster randomization, 82 clinical interns from a tertiary hospital were allocated to either: Observation group (n = 42) received biweekly narrative teaching sessions incorporating storytelling, role-playing, reflective writing, and clinical application cycles. Control group (n = 40) standard one-on-one apprenticeship training. Post-intervention evaluations utilized the Nurse Professional Identity Scale, the Nursing Intern Core Competency Scale, and a custom teaching evaluation form. Results: The observation group significantly outperformed the control group in professional identity and core competency dimensions (P < 0.001), with notable improvements in personal traits and clinical skills. They also excelled in learning interest, teamwork, and clinical thinking (P < 0.05). Conclusion: Narrative-based teaching enhances vocational nursing students’ professional identity, competencies, and internship quality, offering a valuable model for emotional and professional development.
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The long-term stability of teaching outcomes and the efficiency of translating knowledge comprehension into clinical decision-making capabilities remain critical challenges to be addressed in nursing ethics education.
“These studies indicate that the long-term stability of teaching outcomes and the efficiency of translating knowledge comprehension into clinical decision-making capabilities remain critical challenges to be addressed [11–21].”
From Exploring the integration of AI and national quality courses in China: a study on teaching practices in nursing smart education (2025) · cites this paper as [13]
The Limitations section says the study assessed students only during their internship, so it could not determine whether teaching effects persisted long term. The Discussion addresses clinical thinking and decision-making, but the paper does not identify the efficiency of converting knowledge comprehension into clinical decisions as a remaining challenge in nursing ethics education. (LLM, conf=0.84)
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- Authors
- Xiao, L., Peng, D., Zhong, J., Fang, T., Dai, L., Peng, X., Yu, C., & Huang, F.
- Affiliations
- Xuancheng Vocational and Technical College (CN)
- Venue
- Frontiers in Medicine
- Publisher
- Frontiers Media SA
- Published
- 2025-06-18
- Volume
- 12
- Pages
- 1587526-1587526
- ISSN
- 2296-858X (ISSN-L)
- PMC
- PMC12213908
- OpenAlex
- W4411394719
- Cited by
- 12
- References
- 34
- Citations by year
- 2026: 10 · 2025: 2
- FWCI
- 11.00
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Frontiers in Medicine (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Anhui Provincial Department of Education
- Topics
- Health Sciences › Nursing › Research and Theory › Nursing education and management
- Health Sciences › Nursing › Leadership and Management › Healthcare Education and Workforce Issues
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Keywords
- narrative pedagogy, storytelling, vocational nursing education, nursing internship, professional identity formation, clinical competence, role play, reflective writing, clinical reasoning, teamwork, Chinese nursing students
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