以成果為導向之概念圖教學成效之研究─以神經系統護理課程教學為例
| 論文名稱(中/英文) | 研究生 | 指導教授 |
| 以成果為導向之概念圖教學成效之研究─以神經系統護理課程教學為例 A Study on the Effects of Outcome-Based Learning with Concept Mapping on Neurological Care Course |
潘惠情 | 許麗齡博士 |
| [ 摘要 ] | ||
| 本研究旨在探討成果為導向概念圖教學介入後，護理學生在神經系統護理認知測驗、自評護理核心能力、認知負荷、案例概念構圖及學習滿意度之學習成效探討。本研究採實驗性研究(experimental study)及兩組前後測設計；研究對象以北部某科技大學護理系四技二年級學生共212人，採班級群集隨機分派；實驗組106人接受以成果為導向之概念圖教學課程，控制組106人接受傳統課室教學；課程介入前後，兩組皆接受前後測。應用SPSS 17.0進行描述性統計分析受試者個人背景資料及學習經驗概況；以ttest、Wilcoxon signed-rank test、McNemar及Linear Regression進行推論統計分析。研究結果顯示：(一)成果導向之概念圖教學介入後，實驗組與控制組於神經系統護理認知測驗後測得分均有顯著進步，但兩組在後測組間無顯著差異。(二)成果導向之概念圖教學介入後，兩組核心能力得分在後測有顯著進步，但兩組在後測組間未達顯著差異。(三)成果導向之概念圖教學介入後，實驗組與控制組於認知負荷無顯著差異。(四)成果導向之概念圖教學介入後，實驗組兩班級案例護理計畫概念構圖有顯著差異。(五)成果導向之概念圖教學介入後，實驗組與控制組在學習滿意度無顯著差異，實驗組對概念圖學習多持正向態度，有助學生統整重要概念知識及臨床病人整體性照護之學習。本研究結果建議：成果導向結合概念圖可應用於課室教學，深入應用於內外科各個單元或臨床實務，培養學生整合病人問題、批判思考及問題解決能力；在師資培育方面，教師本身必須願意終身學習，主動參加教育研討，瞭解成果學習之意涵，突破傳統課程規劃之框架，發展教師促進及引導者角色，重新思考規劃成果導向之課程設計，並持續監控核心能力之評量。 | ||
| [ Abstract ] | ||
| The study evaluated the nursing cognitive test in neurological disorder, including self-evaluated nursing core competencies, cognitive load, concept mapping and learning satisfaction following outcome-based learning courses for nursing students. The study used an experimental study design. It recruited 212 second-year nursing students currently enrolled in a four-year nursing bachelor degree programs in Taipei, Taiwan. The experimental group (EG) took an outcome- and scenario-based learning courses, while the control group took a traditional class- based course. Both groups employed a pre- and post-test after sessions. Results of demographics, knowledge after course intervention, core competencies, cognitive load, learning satisfaction were analyzed with descriptive statistics (percentage, mean, and standard deviation), t test, Wilcoxon signed-rank test、McNemar, and linear regression using SPSS 17.0 software. The results are: (1) significant increase in neurological nursing exam after the outcome-based concept mapping course in both groups, (2) significant increase in core competencies after intervention in both groups, (3) cognitive load in both groups did not reach significance, (4) significant difference on care plan of concept mapping in 2 classes of EG, (5) learning satisfaction in both groups did not reach significance. The conclusions suggest promotion of concept mapping and thorough application on classes and on divisions of medical department, thus improve nursing students’ core competencies on integration, critical thinking and problem solving; Meanwhile the teachers have to be willing in life-long learning, participate in educational conference, and understanding the essence of outcome-based learning for the designing and evaluate of courses that are based on the core competencies | ||