比較兩種教育介入對護理人員學習成效之研究─以胃鏡檢查為例

論文名稱(中/英文)	研究生	指導教授
比較兩種教育介入對護理人員學習成效之研究─以胃鏡檢查為例 The Learning effectiveness of educational intervention of nursing staffs:An example of gastroscopy procedures.	高淑華	許麗齡博士
[ 摘要 ]
本研究旨在探討護理人員接受胃鏡檢查護理指導教育介入後，護理指導知識與護理指導能力及課程學習滿意度的成效探討。研究方法為類實驗性不等組前後測設計，對象為北部與南部一所教學醫院及二所地區醫院之護理人員共65人(實驗組25人及控制組40人)，實驗組接受「胃鏡檢查護理指導多媒體教學光碟」教學，控制組則接受「胃鏡檢查護理指導書面資料」閱讀，兩組分別於教育介入前和介入後第3週(第1次後測)與第6週(第2次後測)進行測量。本研究資料以SPSS 17.0視窗套裝軟體進行資料分析，包括描述性統計如百分比、眾數、及平均數和χ2 tests、t tests、repeated measures ANOVA統計分析。結果顯示：教育介入後護理人員的胃鏡檢查護理指導知識增加，由前測至第2次後測之3次測量呈顯著差異(p < 0.05)，且第2次後測之護理指導知識得分數顯著高於前測(p < 0.001)，實驗組進步高於控制組。實驗組與控制組護理人員之胃鏡檢查護理指導知識測驗分數無顯著差異，但在第2次後測實驗組護理人員之胃鏡檢查護理指導知識測驗分數顯著高於控制組(p < 0.05)。護理人員自評之胃鏡檢查護理指導能力方面，由前測至第2次後測之3次測量呈統計上顯著差異(p < 0.05)，且護理人員之胃鏡檢查護理指導能力組內差異，依實驗組或控制組而呈顯著有所不同(p < 0.05)，尤其是第1次後測統計上顯著高於前測(p <0.05)，且兩組護理人員之胃鏡檢查護理指導能力具顯著組間差異(p < 0.01)，此顯著差異是在第1次後測(p < 0.01)及第2次後測(p < 0.05)實驗組高於控制組。另護理人員之胃鏡檢查護理指導課程學習滿意度，實驗組護理人員在間隔3週後對胃鏡檢查護理指導教學光碟學習之平均滿意度，雖下降但未達顯著不同，反之控制組護理人員對閱讀胃鏡教材書面資料之平均滿意度，雖上升且達顯著之不同(p<0.01)。設計符合臨床的多媒體教學光碟和書面資料，培育護理人員具備胃鏡檢查護理指導的知識與能力，進而增進病人照護品質與成果。
[ Abstract ]
The primary aim of this study was to measure the effect of two educational intervention program targeted at professional nurses in order to improve their ability to conveygastroscopy-related knowledge to patients, as well as the nurses’ satisfaction with the intervention program. Using a quasi-experimental, nonequivalent pretest-posttest groups design, this study involved a sample of 65 professional nurses (25 for the experimental group and 40 for the control group) working at two regional hospitals and one research hospital in northern and southern Taiwan. The experimental group used a multimedia CD-ROM to learn how to convey gastroscopy-related knowledge to patients, while the control group used hardcopy materials to learn the same subject. Both groups were tested three times throughout the study: before intervention (pretest), three weeks after intervention (first-time posttest), and six weeks after intervention (second-time posttest). Data were analyzed using SPSS 17.0 Windows software. Statistics were prepared in the form of descriptive statistics such as percentage, mode, and mean values, and also through the means of χ2 tests, t tests, and repeated measures ANOVA. The findings showed that all nurses in the sample demonstrated enhanced knowledge in conveying gastroscopy-related knowledge to patients following the educational intervention program, registering significantly different within-group scores (p < 0.05) from the pretest to the second-time posttest. In addition, the second-time posttest scores were significantly higher than the pretest scores (p < 0.001). The experimental group made greater progress in scores than the control group. No significant between-group difference in scores was observed, yet the experimental group achieved significantly higher scores in the second-time posttest than the control group (p < 0.05). With regard to the sample’s self-rated ability to convey gastroscopy-related knowledge, statistically significant differences in scores were observed between the three tests (p < 0.05). Both groups registered significant within-group differences in scores (p < 0.05). The first-time posttest scores, in particular, were significantly higher than the pretest scores (p <0.05). There were significant between-group differences in scores (p < 0.01), with the experimental group achieving higher scores in the first-time posttest (p < 0.01) and second-time posttest (p < 0.05) than the control group. The level of the experimental group’s satisfaction with multimedia learning (measured twice within three weeks), while decreased, did not show significant difference. The control group, on the other hand, registered elevated and significantly different levels of satisfaction (p <0.01) with their experience of learning by reading hardcopy materials. It is recommended that multimedia teaching CD-ROMs and hardcopy materials be developed to educate nurses on gastroscopy-related knowledge and to enhance ability of nurses to convey gastroscopy-related knowledge to patients.