ABSTRACT
Narrative competence is one of the factors to reflect humanistic literacy of doctors and nurses. According to the advice of many experts, the narrative competence should be improved from the stage of medical students through the two major tools including close reading of text and reflective writing. Based on the background of prevention and control of COVID-19 outbreak, this paper aimed to clarify the focus and methodology of close reading and reflective writing, that was, close reading was supposed to focus on the analysis of disease metaphors in classic literature and narrative function in clinical works and realism works, and writing tended to focus on the the differentiation of writing purpose and the writing guidance in different texts. The proper guidance plus solid training in close reading and writing will definitely lay a strong foundation for medical students in achieving humanistic quality.
ABSTRACT
In the context of life health narratives, narrative foreclosure is considered as "the rupture or stagnation of the life narrative process". Narrative foreclosure occurs in people of all ages, and the life stories of those with narrative foreclosure often end prematurely or remain in a stagnant state that cannot be updated. The youth stage will experience three crises of narrative relationships rupture, including identity location, social and family narrative relationships rupture, which are the important reasons for youth narrative foreclosure. By analyzing the characteristics and manifestations of typical youth narrative foreclosures in literature and clinical practice, this paper aimed to draw more researchers to pay attention to the phenomenon of narrative foreclosure in youth groups, understand the importance of narrative empowerment, and help them improve their narrative literacy, and restart new life experiences, so as to break through the foreclosure from inside to outside, and achieve the physical and mental health of the subject.