精神科日間留院單位護理人員被期待具備的執業能力
| 論文名稱(中/英文) | 研究生 | 指導教授 |
| 精神科日間留院單位護理人員被期待具備的職業能力 Nurse′s Practicing Competencies Expected In Psychiatric Day Care Units |
吳佳珊 | 徐曼瑩博士 |
| [ 摘要 ] | ||
| 本研究目的在探討精神科成人日間留院單位護理情境脈絡中護理人員被期待具備的護理執業能力。藉由修正型德懷問卷過程來獲得臨床護理人員、管理人員及精神衛生護理學會代表等專家們對精神科日間留院單位護理人員被期待具備執業能力之意見與共識。取樣符合：兼顧理論與實務、能反應不同的觀點、具備溝通與研究的能力和具有參與的熱忱四項原則，共18位（5位臨床護理人員、7位臨床管理人員、6位精神衛生學會代表）參與整個研究三回合德懷問卷過程。研究結果顯示：精神科日間留院單位高度常見性之護理情境有6類14項，中度常見性之護理情境有11類60項，低度常見性之護理情境有2類8項；各類情境中日間護理人員被期待具備的護理執業能力有11類71項，其中，有57項能力在專家們分類三階段中皆過半數（＞50%），包括：雇用時即具備的能力有40項（10類）、起始執業能力有14項（7類）、後續發展能力有3項（3類）。研究成果期能提供未來臨床發展在職教育課程與學校教師培育能安全執業之學生、建構能力本位護理模組課程之參考。 | ||
| [ Abstract ] | ||
| The study explores the expected practicing competency of nurses working in the psychiatric department of the adult day care units and obtains the opinions and consensus from clinical nurses, clinical administrator, as well as the experts from the Psychiatric Health Care Nursing Association by conducting the Modified Delphi technique. The sampling matches four principles, such as: covering both theories and practice; reflecting various points of view; being competent in communication, conducting research process and being enthusiastically involved. There are 18 participants that participated during the three stages of the Delphi technique process (five clinical nurses, seven in clinical management, six representatives from the Psychiatric Health Care Association). The result shows that: in the nursing situations of psychiatric department of the adult day care units there are six classes and 14 items of most frequently occurring nursing situations; 11 classes and 60 items of not as frequently occurring nursing situations and two classes and eight items of rarely occurring nursing situations. Under the occurring situations, there are 71 items and 11 categories involved nursing practicing competencies; 57 of those items have exceeded 50 % of the three stages of expertise classification, including: 40 items (ten categories) of them were already competent when hired; 14 items (seven categories) of initial nursing competencies; three items (three categories) of ongoing competencies. Eventually, the result of the study will offer a reference for the future clinical development in the professional fields of the service education programs and standard nursing model courses for nursing school teachers to deliver job safety training to their students. | ||