以成果為導向之情境模擬課程模式設計與成效探討─以癌症護理為例
| 論文名稱(中/英文) | 研究生 | 指導教授 |
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以成果為導向之情境模擬課程模式設計與成效探討─以癌症護理為例 Cancer Care |
翁瑞萱 | 許麗齡博士 |
| [ 摘要 ] | ||
| 本研究旨在探討成果為導向情境模擬課程介入後，護理系學生之癌症護理認知測驗、自評核心能力、認知負荷、學習滿意度與自信程度之學習成效探討。研究方法採實驗性研究設計 (experimental study design)，包含控制組與實驗組前後測；研究對象為北部某科技大學護理系四技二年級學生，共212人；實驗組106人接受成果為導向之情境模擬課程，控制組106人接受傳統課程介入；課程介入前後，兩組皆接受前後測。以SPSS 17.0版電腦統計套裝軟體進行資料分析，包括描述性統計分析以百分比、平均數、中位數及標準差進行研究對象個人背景資料、學習經驗概況等。以t test、Wilcoxon signed-rank test、McNemar及線性回歸等統計方法進行推論統計分析。研究結果顯示：(一) 成果導向之情境模擬課程教學介入後，研究對象的癌症護理認知測驗得分均有進步；(二) 成果導向之情境模擬課程教學介入後，研究對象的核心能力得分均有進步；(三) 成果導向之情境模擬課程教學介入後，實驗組與控制組於認知負荷得分有顯著差異，且實驗組低於控制組；(四) 成果導向之情境模擬課程教學介入後，實驗組與控制組於學習滿意度及自信程度得分有顯著差異，且實驗組高於控制組。本研究結果建議：未來可推廣至不同專業課程，導入臨床在職教育；亦可擴大不同年級之研究對象，並深入探討職場後核心能力之成效；也可介入不同教學方式，例如：多媒體互動光碟、行動學習等，以提升護理人員癌症護理之學習成效。 | ||
| [ Abstract ] | ||
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The study evaluated the learning effectiveness of following outcome-based learning, scenario-based course for cancer care. Evaluate abilities include knowledge of cancer care, self-evaluation of core competencies, cognitive load, learning satisfaction and confidence. The study used an experimental study design. A survey of 212 sophomore nursing students currently enrolled in a four-year nursing bachelor degree program at university in Taipei, Taiwan. The experimental group (EG) took an outcome-based learning, scenario-based course, and the control group (CG) took a traditional class-based course. Both groups used a pre- and posttest after education. Results of demographics, knowledge after course intervention, core competencies, cognitive load, learning satisfaction and confidence were analyzed with descriptive statistics (percentage, mean, and standard deviation), t test, ANCOVA, Wilcoxon signed-rank test、McNemar, and linear regression by SPSS 17.0 software. Results revealed that (1) there were significant increases in knowledge after outcome-based learning, scenario-based course intervention in both groups, (2) there were significant increases in core competencies after outcome-based learning, scenario-based course intervention in both groups, (3) the IG showed more decreases in cognitive load of outcome-based learning, scenario-based course intervention than the CG, and (4) the IG showed more increases in learning satisfaction and confidence of outcome-based learning, scenario-based course intervention than the CG. This study results also recommend that the intervention could be extended to involve different professions in the future. The results are also applicable to students of different grades, and useful for investigating the achievement of core competencies for practitioners. Other types of course intervention, may be applied to facilitate cancer care infarction knowledge development for nurses. |
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