目的 阐释护理本科生学习叙事护理的体验，为叙事护理教育提供借鉴与参考。方法 目的抽样法选取某校选修“叙事护理学”的229名护理本科生为研究对象，按4~6人/组撰写叙事护理课程学习体验的焦点小组日志，采用克莱丁宁和康纳利的三维叙事框架对39份焦点小组日志进行文本分析并提取主题类属。结果 本科护生学习叙事护理的体验是“新奇与认同”和“疑虑与困惑”并存，且满怀“期待与建议”的过程。“新奇与认同”包含“体悟叙事的魅力”“专业能力的提升”和“自身的成长”3个亚类属；“期待与建议”包含“对未来的期待”和“对课程的建议”2个亚类属。结论 叙事护理课程不仅促进学生专业和自身成长，也反哺了教师专业成长，为人文护理教育提供了借鉴。

Objective To investigate and interpret the learning experience of nursing undergraduates on Narrative Nursing.Methods A total of 229 undergraduates in nursing taking the course of Narrative Nursing in a university were the objects using purposive and convenience sampling.They were divided into groups with four to six students in each group to write reflection journals.Thirty-nine reflective texts written by students were coded and transcribed,and subsequent categories were extracted based on the three-dimensional narrative framework.Results Nursing undergraduates’ learning experience was a process of “novelty and recognition”,“doubt and confusion”,and “anticipation and suggestion”.The “novelty and recognition” included three subcategories:“realization of the power of the narrative”,“improvement of expertise” and “self-growth”.The “anticipation and suggestion” contained “expectations for the future” and “suggestions for the curriculum”.Conclusions The process of learning the course promotes not only the professional knowledge and self-growth of the students,but also teachers’ expertise,which provides a reference for the scientific and rational offerering of humanistic education in nursing.

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江苏高校哲学社会科学研究项目（2021SJA0335）；南京中医药大学本科教育教学改革研究项目（NZYJG 2022113）