交班情境模擬教學介入對護理臨床教師教學專業能力成效之研究
| 論文名稱(中/英文) | 研究生 | 指導教授 |
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交班情境模擬教學介入對護理臨床教師教學專業能力成效之研究 ability, evaluation capability, and communication and coordination skills of clinical nurses. |
林慧玲 | 高毓秀博士 |
| [ 摘要 ] | ||
| 本研究旨在探討護理臨床教師經由交班情境模擬教學介入後，對提升臨床護理教師教學專業能力之成效。本研究方法採雙組(實驗組、控制組)前後測之研究設計；研究對象為新北市某醫學中心教學醫院護理臨床教師共計78人，研究對象接受護理臨床教師教學專業能力OSTE評量前測後，實驗組介入交班情境模擬教學，包括觀看影片、討論及情境模擬演練，並接受二週自學後實施後測。以概化估計統計分析(Generalized Estimating Equation, GEE) 及SPSS19.0進行資料建檔與分析，採次數分配、百分率、平均數、標準差、p-value進行統計分析。 研究結果顯示：(一) 交班情境模擬教學介入後，實驗組研究對象在「整體教學專業能力」、「教學能力」、「評值能力」及「溝通與協調能力」之後測得分顯著優於對照組。(二) 交班情境模擬教學介入後，實驗組研究對象自覺在「整體教學能力」、「教學能力」、「評值能力」及「溝通與協調能力」上皆有進步。因此，本研究成果可提供護理臨床教師在職教育訓練課程之參考。 |
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| [ Abstract ] | ||
| This study aims to investigate the impact of simulated situations on overall teaching competence for clinical nurses who are responsible for training new personnel in how to transfer responsibilities at “shift change.” The 78 participants were invited to a medical center in New Taipei. The participants were asked to complete the OSTE Checklist to measure professional competence in teaching the procedure of “shift change” prior to being trained using enhanced methods. This measurement acted as the control and baseline measurement. The participants were then given enhanced training using lesson plans for the simulated “shift change” situation, teaching scripts for the simulated “shift change” situation, conducting of simulated “shift change” situations in small classes, and provision of instructional simulated “shift change” situation videos for review. Two weeks after the enhanced training module, the participants were retested using the OSTE Checklist. Statistical analysis was performed using SPSS 19.0 and the generalized estimating equation (GEE). This study demonstrated that 1) the use of simulated “shift change” situations for the training of clinical nursing mentors significantly improved the OSTE checklist scores for the clinical nurses in all aspects, overall professional teaching competence, teaching ability, evaluation capability, and communication and coordination skills and 2) all participants showed improvements in overall professional teaching competence, teaching ability, evaluation capability, and communication and coordination skills after experiencing simulated “shift change” situations . This improvement shows that the implementation and establishment of clinical nursing courses that address the education needs of both the mentors and mentees will enhance the teaching abilities of clinical nursing mentors resulting in mentees who can adapt better to the clinical care setting and lead to creating a high-quality workplace atmosphere. This study can be used as a reference for the development of in-service education and training courses. |
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