自我調整學習學習策略介入對護理大學生臨床實習成效之研究
| 論文名稱(中/英文) | 研究生 | 指導教授 |
| 自我調整學習策略介入對護理大學生臨床實習成效之研究 The effectiveness of clinical practicum of self-regulated learning strategy for nursing students |
吳靈宜 | 許麗齡博士 |
| [ 摘要 ] | ||
| 臨床實習主要在於整合理論與實務之過程，於護理教育中佔了相當重要的部分，教師於實務教學中，必須培養學生自我調整學習能力，以應付快速變遷的醫療照護環境。因此，本研究之目的主要在探討大學基本護理學實習中，融入自我調整學習策略之教學，考驗自我調整學習策略教學之效果。研究方法採類實驗不等組前後測設計；研究對象為初次實習基本護理學實習之學生，共75人；實驗組28人接受四週的介入課程，包含目標設定與監控學習、基謢實習溝通與護理技術入門基本功、基護實習之自我學習方法及文獻搜尋與運用等四個單元；對照組47人未採取任何介入措施；在介入課程實施前後，兩組皆接受前後測。測量工具為自我調整學習歷程量表及學生實習成績；以SPSS 15.0視窗版套裝軟體進行資料分析，描述性統計以次數分佈、百分比、平均值、標準差等分析，推論性統計則以Independent t-test、paired t-test、Mann--Whitney test、Wilcoxan sign ranks test、McNemar test及皮爾森積差相關等統計方法考驗。研究結果顯示實驗組學生自我調整學習能力進步程度優於對照組學生(χ2 = 15.21, p<.05)，另外比較單組前後測差異，發現實驗組學生自我調整學習能力前後改變是有顯著差異（t = - 2.235，p<05），對照組學生則無（t = 0.355，p>.05）。本研究結論為：(一)自我調整學習策略教學介入，有助於提升護理大學生自我調整學習能力及(二)自我調整學習能力與學業成績是有相關的。未來可將自我調整學習策略，持續不斷的應用於護理課室與實習中，並採多元教學策略，以提升學生自我調整學習能力。此外，建議日後的研究，可針對本研究量表進行建構效度，期能提供更完整的測量工具；亦可擴大研究對象，採長期追蹤方式，評量自我調整學習策略介入之成效。 | ||
| [ Abstract ] | ||
| Clinical practicum is a rather important part of nursing education. It integrates processes both in theory and in practice. Therefore, it is a very important to explore how students develop the ability of self-regulated learning in the face of a fast-changing medical environment. The purpose of this study is to assess the effect of self-regulated learning strategies for baccalaureate nursing students by introducing self-regulated learning strategies in the course “basic nursing practicum.” Research takes the form of quasi-experiment with unequal pre/post test design. Research participants include 75 students taking up the course “basic nursing practicum” for the first time. The experimental group (28students) is subject to a four-week intervention course, which covers four parts: learning objective setting and monitored learning, basic communication and nursing techniques, self-study methods, and literature search and application. The control group (47students) is not subject to any intervention course. Both groups are subject to pre-test and post-test, conducted before and after the course. The self-regulated learning scale, which takes the form of a structured questionnaire, is used as a measurement tool. Learning result is measured by taking into account the actual practicum performance of students. Data analysis is conducted by using SPSS 15.0 Windows software package. Descriptive statistics is analyzed from the perspectives of frequency distribution, percentage, mean value, and standard deviation. Inferential statistics is conducted by using independent t-test, paired t-test, Mann-Whitney test, Wilcoxan sign Ranks test, McNemar test and Pearson's correlation. The result shows that the experimental group acquires self-regulated learning ability at a faster rate than the control group (χ2 = 15.21, p<.05). Comparison of pre-test and post-test results indicates a significant difference in the self-regulated learning ability for the experimental group (t = - 2.235, p<05), but no significant difference for the control group (t = 0.355, p>.05). Key findings are as follows: (1) Teaching baccalaureate nursing students self-regulated learning strategies is helpful in enhancing their self-regulated learning ability. (2) Self-regulated learning ability has something to do with academic performance. In the future, self-regulated learning strategies should continue to be applied in nursing courses and practicum, along with a great variety of teaching strategies to enhance self-regulated learning ability for students. In addition, future studies should seek to further construct validity of the scales developed in this research in order to provide a more comprehensive measuring tool, and should also involve a greater number of research participants. Lastly, longitudinal study may be conducted to assess the outcome of introduction of self-regulated learning strategies. | ||