要成功實施以護理人員為本位執行的病人急救，克服有限的教學時間和提 供學習困難與問題所需之資源是重要的關鍵。本研究目的包括（一）設計「急 救與照護任務模組課程」之翻轉學習目標、評值評分表及學習路徑。（二）評估 內外科病房護理新人翻轉學習「急救與照護任務模組課程」需要的教學鷹架。 採質性研究設計，以考察文獻與焦點團體訪談等方法分兩階段四步驟進行文字 資料的收集。研究結果包括：（一）「急救與照護任務模組課程」之翻轉學習目 標、評值評分表及學習路徑，（二）內外科病房護理新人翻轉學習「急救與照 護任務模組課程」之困難與問題，及所需之17個教學鷹架。建議：（一）未來研 究應持續評估護理新人實際發生的學習困難或問題並檢測教學鷹架的成效。（二） 臨床教師教學能力的教育訓練宜增加教學鷹架設計與運用之主題。增加其預估 及協助學習者克服學習困難與問題之教學能力。

The successful implementation of the caregiver to perform patient-based emergency aid, to overcome the limited teaching time and resources needed to study the difficulties and problems are important key. The purposes of this study include: (1) design the flipped learning objectives, the Rubrics and learning paths of "Emergency Nursing Care Modular Curriculum", (2) need assessment for the ordinary ward new nurse flipped learning "Emergency Nursing Care Modular Curriculum" required instructional scaffolding. Mining qualitative research designed to study literature and focus group interviews and other methods in two stages four steps of text data collection. The results include :(1) Flip learning objectives, the Rubrics and learning paths of "Emergency Nursing Care Modular Curriculum", (2) the ordinary ward new nurse flipped learning difficulties and problems of "Emergency Nursing Care Modular Curriculum", and the required 17 instructional scaffolding. We recommend :(1) Future research should continue to evaluate new treatments learning difficulties or problems actually occur and to detect the effectiveness of instructional scaffolding. (2) The clinical education and training of preceptors teaching ability should increase Topic Teaching design and use of instructional scaffolding. Increase their estimates and teaching ability to assist learners to overcome difficulties and problems learning.

Keywords: Emergency Nursing Care tasks, instructional scaffolding, new nur