護理教師學習職場情境執業能力就業模組課程設計之經驗
Nursing Faculty Learn Experience of situation-practicing competence Employ

Modular curriculum

面對醫護職場的快速變化，所設計的課程已無法讓護理畢業生安全地勝任醫療職場的工作。護理教師要能讓護理教育符合社會需求，適用於快速變化的工作職場，讓護理畢業生具有良好的專業知識、態度與技能得以因應且適任，護理教育應以職場的執業能力作為課程設計導向，以實際就業場所的工作情境作為準備護生工作前學習的標的、內容和場所，培養學生具備因應該特定工作單位情境的執業能力與就業競爭力，系科本位課程規劃中就應有對準職場的專精課程供學生在畢業後能勝任其就業工作之用。

教育部技職司醫護類課程發展中心為協助護理教師們學習如何搭起醫療職場和護理教育間落差的橋樑，以單位情境執業能力模式發展護理就業模組課程，舉辦了一系列三階段七次的「職場境與執業能力本位模組化課程與教學」工作坊做為技職教育體系護理教師的在職教育套裝課程。由於此種性質的護理教師在職教育在國內尚屬第一次，描述全程參加此工作坊的護理教師之學習經驗深具意義，研究結果可提供未來規劃以職場情境與執業能力取向的教師在職教育課程之參考。本研究以全程參加學習工作坊之護理教師為提供資料的對象，採深度訪談收集資料，採用質性研究內容分析法來分析資料。資料歸納出四個層面：一、全程參加工作坊所覺察的學習內容；二、全程參加工作坊的體驗；三、全程參加工作坊的學習結果與收穫；四、學習後與工作坊有關的行動。

基於上述發現，本研究建議職場情境執業能力就業模組課程設計學習方案規劃應密集規律，加強實際練習活動的時間完整、以及設計護理教師學習者反思活動的設計。 

Confronted with rapid changes in the medical profession, current medical school education simply isn’t guaranteeing nursing graduates will achieve an acceptable level of competence. Nursing educators need to ensure their courses meet with the requirements of society, are applicable for use in the rapidly changing workplace, give graduates the required professional knowledge, attitude and technical proficiency enabling them to adapt appropriately to their field. Nursing education should be centered around using real life situations met in the workplace. Students also need to be cultivated for their field to give them the competitive edge in job placement. The School-based curriculum development program is aimed at providing graduates with specialist skills allowing them to enter the workplace with excellent competence.

       In order to assist nursing educators bridge the gap between current education methods and the competence-based curriculum, the Technological and Vocational Education Department in the Ministry of Education designed the curriculum design workshop working place and competence-based module. A three-stage seven times workshop series entitled Modulized Workplace Competency Standards was held. As this was the first workshop of it’s kind in the country, and therefore is deeply significant, the entire process and experiences of the participating teachers will be detailed. This study can be used as a reference for future implementation by nursing educators. The methodology applied for collecting and analyzing data was based on a qualitative content analysis. The results of the data can be categorized into four parts:

1) The observations and learning of those having completed the course. 
2) Their experiences during the course. 
3) What they learned and gained. 
4) Their actions taken afterwards as a result of the course. 
       Based on the above discoveries, it is recommended that intensive and regular curriculum designed workshops to strengthen and integrate the real world into the world of study be heldm as well as designing sessions of introspection and reflection for nursing educators.