Discussion
The results of this study confirm that after 12 months of intervention, participants assigned to the narrative medicine program showed more favorable changes in self-reported levels of professionalism than the control group. In addition, pre-test and post-test results in the intervention group showed better results in terms of professionalism. Therefore, the results of this study confirm that narrative medical theory education and narrative writing play a good role in the training of professionalism in nursing students. Previous qualitative research has suggested that narrative medicine has been found to positively influence the development of professional identity and professional literacy [In our study, after the intervention, the empathic ability of the intervention group was better than that of the control group. Also, the pre-test and post-test results of the intervention group showed a significant improvement in empathic ability. Therefore, students who received the narrative medicine education program showed more empathy than students who did not receive the program, and the results were consistent with previous research [The results of the study showed that after 12 months of narrative medicine education, the humanistic care competencies of the intervention group were significantly higher than those of the control group. At the same time, the pre-test and post-test results of the intervention group were significantly higher in humanistic care competence, which is consistent with previous studies [Therefore, this study used a combination of medical narrative theory training and narrative writing to develop students’ narrative writing and reflection skills in order to enhance professionalism, empathy, and humanistic care among undergraduate nursing students. After a 12-month intervention study, the importance of narrative medicine in medical education in developing students’ professionalism, empathy and humanistic care, especially in clinical practice, was confirmed.