醫院臨床營養教師指導學生的教學經驗
| 論文名稱(中/英文) | 研究生 | 指導教授 |
| 醫院臨床營養教師指導學生的教學經驗 The construction of teaching experiences of dietetic preceptors in supervising students |
陳姿吟 | 許麗齡博士 |
| [ 摘要 ] | ||
| 本研究旨在探討醫院臨床營養教師指導學生之教學經驗，目的在了解臨床營養教師對擔任教學角色之認知、教學信念與角色困境；期待藉由本研究結果能提昇對國內營養師實習教育的內涵與品質。本研究採取質性研究，透過與七位臨床營養教師的深度訪談來收集主觀教學經驗之資料。根據紮根理論分析步驟：開放編碼、主軸編碼、選擇性編碼與歷程編碼進行資料分析，結果發現影響臨床營養教師教學經驗的核心概念為：時間安排壓力，而互為影響之概念有三項：(一) 信念與角色認知、(二)指導實習學生的教學行動過程與(三)自我期許。臨床營養教師認為擔任教學角色是提供學習的模範，幫助學生連結理論與實務之間的橋梁；但在面臨時間安排的壓力因素下，認為擔任臨床營養教師只是另一項工作任務，且認為缺乏擔任臨床營養教師的誘因，因此對於教學過程沒有太大的熱情；簡言之，臨床營養教師的教學信念與角色認知、教學行動過程與對未來的期待有彼此影響之關係。根據研究結果，建議進行營養實習教育時，宜明確說明臨床營養教師的角色與功能，加強營養師的專業與教學技能，並且需要提供臨床營養教師行政支援以解決時間之壓力；此外，提高臨床營養教師之教學意願與行動，才能有機會在教學歷程中展現其角色模範之功能。 關鍵字：臨床營養教師、角色、紮根理論、教學經驗 |
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| [ Abstract ] | ||
| This study aims to explore the experience of a group of hospital dieticians in teaching students in order to understand the dieticians’ understanding and beliefs regarding their role as dietetic preceptor and the difficulties they encountered throughout the teaching experience. Findings of this study can provide important insights that enhance the quality of dietician training in Taiwan. In this qualitative research, in-depth interviews were conducted with seven dieticians to collect their purely subjective accounts of their teaching experience. Four processes of data analysis involved in grounded theory (opening coding, axial coding, selective coding, and process coding) were conducted and led to the conclusion that time pressure is the principal factor affecting the teaching experience of these dieticians. Data analysis further identified three other interrelated factors affecting the teaching experience of these dieticians: (1) the dieticians’ beliefs and understanding of their role as dietetic preceptor, (2) the process of teaching student interns, and (3) the dieticians’ self-expectations toward the dietetic preceptor role. It is the common belief of these dieticians that dietetic preceptor are supposed to act as role models showing the proper way of putting theories into practice. However, the hospital dieticians generally perceive teaching as just another task they are supposed to perform, another burden on their time. Most of them are not very enthusiastic about teaching because of the lack of incentive. In short, the hospital dieticians’ beliefs and understanding of their role as dietetic preceptor, their process of teaching, and their expectations toward the future are interrelated factors affecting each other. The findings suggest that for hospital dieticians to perform their role as dietetic preceptor for student interns successfully, it is necessary to make them well-informed as to the requirements of being a dietetic preceptor, help them build on their professional and teaching skills, and provide them with administrative support to lessen the burden on their time. In addition, hospital dieticians should be provided with more attractive incentives to motivate them to become better dietetic preceptors and role models for students. Keywords: dietetic preceptor, role, grounded theory, teaching experience |
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