設計護理臨床教師的「急救與照護模組課程」的 翻轉教學能力教育訓練方案
| 論文名稱(中/英文) | 研究生 | 指導教授 |
|
設計護理臨床教師的「急救與照護模組課程」的 翻轉教學能力教育訓練方案 Emergency Nursing Care for Nurse Preceptors |
吳嘉莉 | 徐曼瑩博士 |
| [ 摘要 ] | ||
| 教師是成功實施課程的關鍵；執行任何新課程前，教師的教學能力必須評估與準備。有鑑於「急救與照護模組課程」為新課程，本研究關心的二個重要議題為：臨床護理教師在有限的教學時間內需具備那些教學能力才能有效指導護理新人主動地學習該新課程？規劃臨床護理教師指導護理新人翻轉學習該新課程的教學能力教育訓練計劃應包括那些要素？本研究目的在(一)規劃護理臨床教師實施「急救與照護模組課程」的翻轉教學能力教育訓練計畫，(二)確認護理臨床教師實施「急救與照護模組課程」的翻轉教學訓練計畫之需求。研究包括二個階段：（一）設計翻轉教案，確認臨床護理教師執行該教案須具備的翻轉教學能力；（二）評估臨床護理教師的翻轉教學能力需求，規劃翻轉教學能力教育訓練課程。階段一以文獻考查和焦點團體訪談等質性研究法收集與分析資料。依翻轉學習模式設計「急救與照護模組課程」教案（簡稱翻轉教案），再依文獻考查結果擬出執行該教案的教學能力（簡稱翻轉教學能力）草案；接續舉辦焦點團體訪談，邀請9位資深臨床護理人員確認之。階段二將確認的教學能力據以編製本研究工具「急救與照護模組課程翻轉教學能力需求調查表」；評估北部某教學醫院北部某教學醫院127位臨床護理教師的結果，則據以規劃「急救與照護模組課程翻轉教學能力教育訓練計劃」。獲得的教學能力據以編製本研究的工具「急救與照護模組課程翻轉教學能力需求調查表」。此需求能力調查表共有三大類56項教學能力，三分以上表示需求度高，依據北部某教學醫院110位護理臨床教師的結果，設計「急救與照護模組課程」翻轉教學能力教育訓練計劃。本研究包括三個結果：(一)「急救與照護模組課程」翻轉教案，包括教師名稱、任務名稱、場域、受訓學員條件、學生人數、兩階段的學習目標、通過標準、教學評估、學習日期和時間、學習場地、學習資源等項目；(二)急救與照護模組課程翻轉教學能力需求高(3分以上者)的項目；（三）急救與照護模組課程翻轉教學能力教育訓練計劃書，包括：訓練方案名稱、目的、課程名稱、課程目標、參加對象與人數、日期、地點、主辦單位、協辦單位、課程表、講師介紹、課程規則等項目。本研究結果中的翻轉教案可做為內外科病房護理臨床教師指導護理新人學習「病人急救與照護模組課」的教學工具；教學能力需求調查表可做為醫院評估新的護理臨床教師「病人急救與照護模組課程」教學能力教育訓練需求之工具；「內外科病房急救教學能力教育訓練計劃書」則可納入醫院規劃內外科病房護理臨床教師急救教學能力繼續教育之參考。此外，本研究對護理臨床教師提出在急救與照護課程教學能力方面的研究、教育訓練之建議。 | ||
| [ Abstract ] | ||
|
Instructors are important for successful course implementation. Therefore, it is necessary to assess their teaching competencies and prepare them well prior to the implementation of any new course. As the “Emergency and Nursing Care Module” is a new course, this study will focus on two important issues. First, what teaching competencies should clinical nursing instructors possess to effectively supervise novice nurses in active learning with limited hours of instruction? Second, what key elements should be included in the teaching competency training program for instructors who supervise novices studying the course through flipped learning? The aims of this study were: (1) to plan the teaching competency training program so instructors could implement flipped teaching during the “Emergency and Nursing Care Module”; and (2) to confirm the requirements for instructors to implement flipped teaching during the module. This study is comprised of two stages: (1) designing a flipped teaching plan, and ensuring that the instructors possess the required teaching competency to implement it; (2) assessing their teaching competency needs and planning a training course in flipped teaching. Phase 1 focused on collecting data using qualitative research methods, including a literature review and focus groups, for data analysis. The “Emergency and Nursing Care Module” teaching plan (abbreviated as flipped teaching plan hereafter) was designed based on the flipped learning model. According to the literature review, a draft of the teaching competencies necessary for flipped teaching (abbreviated as flipped teaching competency) was compiled. Focus group interviews were organized subsequently, and nine experienced clinical nursing staff members were invited to confirm the identified teaching competencies; those that were confirmed were used in Phase 2 of the study to construct our research tool, the “Survey of Required Competencies in Flipped Teaching for the Emergency and Nursing Care Module.” Results from assessing 127 clinical nursing instructors in a North Taiwanese teaching hospital were used to plan the “Flipped Teaching Competency Training Program for the Emergency and Nursing Care Module.” The teaching competencies obtained were the basis for our research tool. This questionnaire included 3 broad categories and 56 items of teaching competencies. A score of three points or above indicated that a certain competency was highly desirable. The instructor training program was designed according to survey results from 110 clinical nursing instructors at a North Taiwanese teaching hospital. Our study had three findings. (1) The flipped teaching plan included the instructor’s name, name of the task, location, trainee prerequisites, number of students, learning objectives of both phases, passing criteria, teaching assessment, training dates and times, training venue, and learning resources. (2) Highly desirable items of teaching competency (with a score of three points or above) for flipped teaching. (3) An instructor training proposal for flipped teaching, which included the training program’s name, its aims, course name, course objectives, target participants and their number, date, location, organizing and co-organizing unit, course list, lecturer introduction, and course rules. For clinical nursing instructors from internal medicine and surgical wards, the flipped teaching plan generated from our research findings can be a teaching tool for supervising novice nurses taking the “Emergency and Nursing Care Module.” Hospitals can use the questionnaire on teaching competency requirements to assess the education and teaching competency training needs among new clinical nursing instructors for the “Emergency and Nursing Care Module.” The “Training Proposal for Teaching Competency in Internal Medicine and Surgical Ward Emergency Care” can be incorporated into the planning of continuing education in teaching competency organized by hospitals for clinical nursing instructors, and can serve as a reference. Furthermore, our study also provides recommendations for clinical nursing instructors regarding research and education training in teaching competency for the “Emergency and Nursing Care Module.” |
||