【摘要】 目的 探索护理本科生人文关怀能力提升的方法。方法 便利选取某高校护理学院大学二年级122名护理本科生为研究对象，进行认知-体验-反思的人文关怀能力训练，为期8周，训练前后使用关怀能力评价量表对122名学生进行测评，并分析学生的反思汇报资料。结果 训练前护理本科生关怀能力总分为（182.75±15.59）分；训练后总分（191.67±15.73）分，差异有统计学意义（t=4.313,P<0.001）；但训练前后勇气维度的得分比较，差异无统计学意义（t=1.928,P=0.055）。反思结果凝练出6个主题：理解了弱势群体；认识到关怀的意义；坚定了践行关怀的信念；学会了怎样去关怀；理解了护理中的关怀；具有了自我关怀的意识。结论 通过认知-体验-反思训练，护理本科生深刻理解了人文关怀的内涵，认识到人文关怀的重要意义，坚定了践行人文关怀的信念，并在一定程度上提高了其人文关怀能力。更多还原

【Abstract】 Objective To explore the training methods to improve the humanistic care ability of nursing undergraduates. Methods Through convenient sampling,122 undergraduate nursing students in the second year of a university were recruited,and the cognition-experience-reflection humanistic care ability training program was conducted for 8 weeks. All participants were assessed before and after the training using the Caring Ability Inventory(CAI),and the students’ reflective debriefing data was analyzed. Results The total CAI scores of nursing undergraduates before and after training were(182.75 ±15.59) and(191.67 ±15.73) respectively,whose difference reached statistical significance(t =4.313,P <0.001). However,there were no significant difference in the scores of CAI-courage dimension before and after intervention(t=1.928,P=0.055). The results of the reflection were classified into six themes:understanding vulnerable groups;recognizing the meaning of caring;holding a strong belief of caring in practice;learning how to care;understanding caring in nursing and having an awareness of self-care. Conclusion Through the cognition-experience-reflection training,nursing undergraduates deepened their understanding for the meaning of humanistic care,recognized the importance of humanistic care,believed in practicing humanistic care firmly,and improved their humanistic care ability to a certain extent.更多还原