護理學生核心能力評估及其相關因素之研究
| 論文名稱(中/英文) | 研究生 | 指導教授 |
| 護理學生核心能力評估及其相關因素之研究 The Study of Self-Evaluated Core Competencies andIts Related Factors Among Baccalaureate Nursing Students |
吳貞錠 | 許麗齡博士 |
| [ 摘要 ] | ||
| 背景 高等教育評鑑已從輸入轉變為輸出的評鑑模式，注重以學習者為本位，重視成果與核心能力的評量。透過核心能力為架構評量護理學生專業核心能力，探究其內隱之個人特質、學習經驗與專業核心能力展現之相關性，以培養能勝任臨床實務，且達到所應具備知識、態度和技能。 目的 旨在探討護理學生八大核心能力之狀況，以及不同個人背景及學習經驗之護理學生對其核心能力之影響，並分析預測因素。 方法 採描述性及相關性研究設計，橫斷式調查法，以Hsu及Hsieh (2012)所編製之『護理學生核心能力問卷』為工具進行資料收集。以北部某私立科技大學二技護理系一年級學生為研究對象，發出290份問卷，回收有效問卷279份，回收率96.2%。 結果 核心能力整體平均得分5.23 (SD = 0.49)，依平均數排序最高前三個變項中皆為倫理素養能力；得分最低前三項，皆為基礎生物醫學科。對護理有興趣、生涯規劃方向明確、畢業後至醫學中心、曾參加校內活動、踴躍參與課堂討論、發問，積極準備考試者得分較高。核心能力之整體評估預測因子，在多元線性迴歸中，只有畢業後想至醫學中心服務達顯著水準(p < .001)。 結論 可採用本研究之評估工具，做為評值護理學生核心能力進步之參考，未來須加強生物醫學基本概念之獲得。及早展開生涯規劃輔導，並鼓勵學生多參與校園活動，引發師生互動的教學策略，可增強學生核心能力的發展。 |
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| [ Abstract ] | ||
| Background: As time progress, the HEE (Higher Education Evaluation) has changed its evaluation method from input-evaluation to output evaluation, focusing on the learner, emphasizing the result of evaluation and hence allow assessments to the core competencies. Using core competencies as basis, one may evaluate nursing students’ achievements on professional core competencies, as well assessing personal characters, learning experience, and correlation between the demonstrated professional core competencies; upon which one may promote efficient clinical practices, readies nursing students with required knowledge, attitude and skills. Objectives: This paper focusing on conditions of the eight core competencies, which focus on how different private backgrounds and learning experiences may affect students’ core competencies, so one may analyze the predictive factors for student’s competencies. Method: The paper uses a descriptive and correlation design with cross-sectional survey data. Using Hsu and Hsieh’s (2012) Competency Inventory of Nursing Students (CINS), survey subjects were sophomore nursing students from private technical university in Taipei. A total of 290 surveys were given, collected 279 effective surveys, rate of return 96.2%. Result: Result shows the score on average 5.23 (SD = 0.49). The ranking of the highest core competencies, there are three categorized as ethics and accountability; the lowest scoring core competencies, there are three categorized as clinical biomedical science. Based on private backgrounds, interested in nursing, has a positive consolidated career planning, planning to work in medical centers after graduation, participated in extracurricular activities, classroom, question, prepares for tests score higher. After running multivariate linear regression on the predictive factors for 3 core competencies, only Planning to work in Med. Institute after graduation came prevailing. Conclusion: Base on the instrument used to collect the data, we can further derive the result for reference to enhance the core competencies for the nursing students. In the future on should focus more critical thinking and reasoning on the weaker subject such as clinical biomedical science, such as improve the basic conceptual learning for biomedical science, enhance problem induction techniques and skills via real scenarios, strengthen critical thinking. In addition, we should encourage students to engage and participate in school activities, trigger interactions between student and teachers to enhance the development of students’ core competencies. |
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