以敘事教學培育人文關懷

Humanistic Care from the Perspective of Narrative Pedagogy

吳淑美(Shu-Mei Wu) ； 李惠玲(Hui-Ling Lee) ； 江慧珠(Hui-Chu Chiang)

《台灣醫學》 23卷1期 (2019/01) Pp. 97-105

https://doi.org/10.6320/FJM.201901_23(1).0014

摘要

敘事（narrative）有其魅力性，敘事者能生動逼真的探究生命故事，內心被遺忘的或淡漠的角落可甦醒，維持活力。生活中隨時都有故事，敘事的核心來自故事。敘事教學（narrative pedagogy）是以故事做為教學探索的主線及學習的課程內涵，讓學生體會故事，使教學內容有連貫性與銜接知識。本文為教師以臨床照護的生命故事為敘事教學的教材，融入產科課程，以周產期終止妊娠（terminations of pregnancy）照護的課程單元，藉由情境教學及敘事說故事分享，提供周產期傷慟關懷服務（perinatal bereavement services），啟發學生面對周產期父母的失落照護及反思，期待種下學生人文關懷與同理心的心苗，發為初生的新芽有朝一日能成為關懷病人的實踐者。

關鍵字

敘事教學 ； 周產期失落 ； 傷慟關懷照護 ； 人文關懷

並列摘要

Narrative care has its appeal. The narrator may colourfully explore life stories, bringing back to life lost or faded memory spaces and remaining vigorous. People have stories from any time of life, and the core of the narrative comes from the story. Narrative pedagogy means using stories as teaching approaches primarily, and for course content. It allows students to experience stories, and it enables teaching content to have continuity and cohesive knowledge. This article uses as teaching material for narrative pedagogy the life stories of teachers involved in clinical care, and blends this into the obstetrical curriculum. It takes as its curriculum unit care for women undergoing termination during the perinatal period, and uses situational teaching and sharing of narrative stories to provide perinatal bereavement services, to inspire students to care for expectant parents facing perinatal loss. We hope to sow in students the spiritual seeds of humanistic care and empathy, and foster their growth so that one day they can become practitioners of patient care.

並列關鍵字

narrative pedagogy ； perinatal loss ； bereavement care ； humanistic care

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