客觀結構式臨床測驗評量於護理人員溝通能力教育訓練之研究
| 論文名稱(中/英文) | 研究生 | 指導教授 |
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客觀結構式臨床測驗評量於護理人員溝通能力教育訓練之研究 Assessment for Nurses |
張文蕙 | 許麗齡博士 |
| [ 摘要 ] | ||
| 本研究旨在探討出院準備情境模擬溝通教學介入後，護理人員之溝通能力、溝通自我效能、客觀結構式臨床測驗評量與學習滿意度之成效探討。採實驗性研究設計(experimental design)，以台北市某醫學中心N0~N2護理人員為研究對象，共78人；實驗組40人接受情境模擬溝通教學課程，控制組38人採傳統課室案例討論教學；研究工具包括：溝通能力查檢表、溝通自我效能評量表、學習滿意度問卷及客觀結構式臨床測驗評量(出院護理指導查核表及標準化病人回饋表)。在教學課程介入前後，兩組皆接受前後測，介入後4週進行客觀結構式臨床測驗評量。以SPSS17.0電腦統計套裝軟體進行資料分析，包括描述性統計分析(次數分配、百分比、平均數與標準差)及t-tests、ANCOVA、Mann-Whitney test等統計方法。研究結果顯示：(一)溝通教學介入後，控制組與實驗組於溝通能力查檢表及溝通自我效能評量表前後測得分有顯著差異。(二)溝通教學介入後，控制組與實驗組於溝通能力查檢表及溝通自我效能評量表得分有顯著差異，且實驗組高於控制組。(三)溝通教學介入後，控制組與實驗組於學習滿意度得分有顯著差異，且實驗組高於控制組。(四)溝通教學介入後，控制組與實驗組於客觀結構式臨床測驗評量之考官評量得分有顯著差異，且實驗組高於控制組；但標準化病人評量得分無顯著差異。未來研究建議可將客觀結構式臨床測驗評量擴大至其他依實務設計不同情境教案之護理能力評量，並可進行長期追蹤及質性研究。 | ||
| [ Abstract ] | ||
| This study evaluated the effectiveness of a simulation-based intervention on enhancing nurse communication performance and communication self-efficacy in discharge planning process. The effects of the intervention on the results of an Objective Structured Clinical Examination (OSCE) assessment and a learning satisfaction survey administered to nurses were also evaluated. In this experimental design study, a total of 78 nurses within the nursing ladder N0-N2 were recruited from a major hospital in Taipei City. The experimental group (40 nurses) was given the simulation-based intervention. 38 nurses in the control group attended traditional lectures on communication. The Communication Skills Checklist, Communication Self-Efficacy Scale, Learning Satisfaction Survey, and OSCE (Discharge Checklist for Nurses and Standardized Patient Survey) were used as assessment tools for communication performance and learning satisfaction evaluation. Both groups were measured before and after the intervention. The OSCE was administered to both groups in the fourth week of intervention. Data were analyzed using SPSS 17.0, descriptive statistics (frequency distribution, percentage, mean, and standard deviation), t-tests, ANCOVA, and Mann-Whitney test. Results revealed (1) the mean scores for communication skills and communication self-efficacy for both groups showed statistically significant differences before and after intervention. (2) Significantly higher mean scores for communication skills and communication self-efficacy were seen in the experimental group compared with the control group. (3) Significant differences were found in the mean learning satisfaction scores for both groups before and after intervention, with the experimental group having higher scores. (4) Significant differences were found in mean OSCE scores for both groups before and after intervention, with the experimental group having higher scores. However, no significant differences were found in mean assessments scores from standardized patients. Further long-term follow-up or qualitative research may be conducted to investigate the use of OSCE for other types of nursing competency assessment. | ||