技職體系臨床護理教師教學效能與進修需求之研究
The Study of Teaching Effectiveness and In-service Training Demans for Clinical

Nursing Faculty in Technological and Vocational School

本研究旨在探討臨床護理教師教學效能及在職進修需求之情形，進一步探究，護理教師教學效能與在職進修需求間之關係。以技職體系護校、專科及技術學院中之臨床護理教師為對象，進行問卷調查，回收有效問卷為315份，回收率達60﹪。研究工具為「技職體系臨床護理教師教學效能與進修需求」問卷，以次數分佈、平均數、標準差及排序等進行描述性統計，以t檢定(t-test)、單因子變異數分析(ANOVA)、皮爾森相關係數(Pearson correlation coefficient)、進行推論性統計。研究結果發現：

一、臨床護理教師教學效能得分屬於中上程度，由高而低排序為：「和諧的人際關係」、「足夠的專業能力」、「成熟的人格特質」、 「客觀的教學評  值」、「有效的教學策略」、「教學自我效能信念」。
二、臨床護理教師進修需求得分屬於中等程度，由高而低排序為：「教學知能需求」、「專業知能需求」、「學生輔導需求」、「教學評值需求」、「人際經營需求」。
三、影響臨床護理教師教學效能之個人相關因素為年齡、教學年資及進修經驗中之「是否曾進修學生輔導技巧課程」及「是否曾進修人際經營課程」。其中以「是否曾進修學生輔導技巧課程」的影響層面最廣。
四、影響臨床護理教師進修需求之個人相關因素為進修經驗中之「就學期間，是否曾修過教與學課程」。
五、整體教學效能與整體進修需求間達顯著負相關。

The purpose of the study is to describe the degree of teaching effectiveness and In-service training demands among clinical nursing faculty in Technological and Vocational Schools.This study also hope to examine the relationship between teaching effectiveness and In-service training demends . The methods of research included literature analysis, interviews and questionnaires .The subject are clinical nursing faculty at Technological and VocationalSchools in Taiwan.The method employed by this study is distributing questionnaires.A total of questionnaires were mailed out,of which 315 were completed and considered as valid questionnaires.The return rate for the completed questionnaires was 60%.Deta collected through questionnaires was analyzed by descriptive Statistics, t-test, one-way ANOVA, and Pearson product-moment correlation.The results of the research are as follows:

1.In general, the teaching effectiveness of clinical nursing faculty is above average. The best dimension is “Harmonious interpersonal relationship” and the lowest is “Belief of teaching self-efficacy”.
2.In general, the In-service training demands of clinical nursing faculty is of moderate level.The dimension of “teaching skills” is most demanding and the dimension of “To operate interpersonal relationship”is least demanding.
3. The teaching effectiveness of clinical nursing faculty was different obviously from age , teaching seniority and experiences of In- service training.
4.The related fator affecting the In-service training demands of clinical nursing faculty is whether they took “Teaching and Learning”class during their days at school.
5. Overall teaching effectiveness significantly and negatively correlated with overall    In- service training.