Effects of Narrative-based Nursing Process Education on Learning Self-efficacy, Problem-solving Ability, and Problem-solving Confidence

The purpose of this study was to determine the effects of narrative-based nursing process education on learning self-efficacy, problem-solving ability, and problem-solving confidence among nursing students. This study was conducted in one group pretest-posttest design from October to December 2024 at a university in S city. The subjects wrote clinical data in narrative form for the nursing assessment, diagnosis, intervention, and evaluation stages based on each of the seven nursing performance competencies for professional nurses during maternity nursing practicum. Data were collected through structured questionnaires. The data were analyzed by descriptive statistics and paired t-test using SPSS 29.0 WIN Program. The effects of the education were as follows. First, learning self-efficacy significantly increased from a mean of 5.65±.81 points before the intervention to a mean of 6.01±.81 points after the intervention (t=4.83, p<.001). Second, problem-solving ability significantly increased from a mean of 3.85±.64 points before the intervention to a mean of 4.26±.67 points after the intervention (t=4.78, p<.001). Third, problem-solving confidence significantly increased from a mean of 4.09±.61 points before the intervention to a mean of 4.39±.58 points after the intervention (t=3.14, p=.003). Based on these findings, we suggest that standardized narrative-based nursing process education as an effective nursing education strategy.