四技護理系學生學習困擾之探究

論文名稱(中/英文)	研究生	指導教授
四技護理系學生學習困擾之探究 A study on learning difficulties of baccalaureate nursing students	簡慎萱	鍾聿琳博士
[ 摘要 ]
本研究旨在探討四技護理系學生的學習困擾現況及個人背景變項與學習困擾之間的關係。本研究係採調查研究法，以國立台北護理學院四技護理系學生為研究對象。先透過個別訪談及文獻探討後，形成自擬「四技護理系學生學習困擾之探究」問卷，預試階段以郵寄方式進行問卷調查，有效樣本為145位，回收率為69.52%，研究工具再以專家內容效度、項目分析及信度分析，考驗預試問卷信度，得到問卷Cronbach α係數為0.932；正式施測樣本共有706位，由研究者親至各班進行問卷施測及回收，共回收624份問卷，回收率為88.38%；有效問卷共為596份，有效回收率為84.42%，以因素分析、描述性統計、Pearson’s 積差相關、t檢定或Mann-Whiteny test及變異數分析或Kruskal -Wallis test等統計方法分析資料。研究四技護生學習困擾因素共有40項，分為六因素個向度：教師負面教學、不良的社會支持與溝通、個人調適不良、課業負荷太大、語文計算能力不佳、實習適應不良，共可解釋變異量為63.22%。在整體學習困擾約在中等程度。四技護生較傾向認同「課業負荷太大」、「語文計算能力不佳」及「實習適應不良」三個向度之學習困擾。而在「教師負面教學」及「不良社會支持與溝通」二個向度，四技護生較傾向於「不認同」。個人背景變項中，年級、家庭經濟支應情形及健康狀況與整體學習困擾在統計上達顯著差異。整體來說，以二年級、家庭未全部支應經濟來源及自覺有健康狀況者，整體學習困擾較高。本研究依據研究結果提出建議，望能提供教育政策、教學輔導及未來研究之參考。
[ Abstract ]
The purpose of this study was to investigate the learning difficulties of baccalaureate nursing students. Moreover, the study examined the relationships between students’ background variables and learning difficulties. Based on the result of the literature review, in-depth interview were conducted, and questionnaire was developed. This study applied the questionnaire survey to 706 baccalaureate nursing students in National Taipei College of Nursing. The pilot study consisted of 145 questionnaires, of which 69.52% were returned. These questionnaires were analyzed using expert content validity, item analysis, and reliability analysis, which produced a Cronbachαof 0.932. Usable responses from the main study sample were 596(84.42%). This data was analyzed using factor analysis, descriptive statistics, Pearson’s correlation, t-test or Mann-Whitney test and one-way ANOVA or Kruskal-Wallis test. The results of the survey found the learning difficulties to involve 40 kinds factors and six major dimensions; negative teaching style, poor social support and interaction, poor personal adaptation, course overload, poor mathematics or English, and poor clinical learning adjustment. The extracted squared loaded cumulative variance for this data was 63.22%. Baccalaureate nursing students had a tendency to “agree” in course overload, poor mathematics or English, and poor clinical learning adjustment, but had a tendency to “disagree” in negative teaching style and poor social support. Moreover, further analysis shows that students’ learning difficulties differ with year-in-school, economical support from family, and personal health status. Generally, the students in sophomore year, incomplete economical support from family and abnormal personal health status showed higher learning difficulties. Finally, based upon the above results, the study suggestions for educational policies, teaching, student counseling and research for the future.