翻轉教學應用於透析護理人員接受透析安全照護課程之學習成效

論文名稱(中/英文)	研究生	指導教授
翻轉教學應用於透析護理人員接受透析安全照護課程之學習成效 The Effect of Flip Teaching on Dialysis Patient Safety Education for Dialysis Nurses	陳慈君	許麗齡博士
[ 摘要 ]
本研究旨在探討翻轉教學模式介入透析安全照護課程，透析護理人員在透析病人安全認知測驗、病人安全照護技能自評、病人安全照護課程之學習滿意度學習成效。採準實驗性研究(Quasi-experimental design)及兩組前後測設計；研究對象以北部某醫學中心及其附屬醫院透析護理人員共74名；36名實驗組接受翻轉教學模式介入透析安全照護課程，38名控制組接受傳統課室教學，課程介入前後兩組接受透析病人安全照護認知測驗、病人安全照護技能自評測試。課程後兩組再接受課程學習滿意度測試。使用電腦系統軟體SPSS 21.0版，進行資料建檔、歸納、整理與統計分析。兩組同質性檢定以Pearson χ2-test、Fisher’s exact test及unpaired t test進行，由於兩組間於年齡、護理工作總月資、血液透析工作總月資、臨床教師工作年資、碰到病人安全事件有把握執行正確護理措施、碰到病人安全事件能感受病人需求而給予協助等，統計檢定呈統計上顯著差異，故組間差異與依變項前測(透析病人安全照護認知測驗分數與透析病人安全病人安全技能自評分數)以ANCOVA執行共變項單因子變異數分析。組內差異以成對樣本 t 檢定分析。研究結果顯示：翻轉教學模式介入透析安全照護課程(一) 實驗組病人安全照護認知測驗得分組間顯著高於控制組；組內亦呈統計上顯著差異，但控制組進步29.72 %多於實驗組25.76 %；(二) 兩組間病人安全技能自評後測分數無統計上顯著差異；組內呈統計上顯著差異，控制組進步18.86 %多於實驗組14.09 %。(三) 兩組間學習滿意度得分皆無統計上顯著差異。依據研究結果提出以下建議：1.未來研究應擴大研究對象分析透析護理人員運用翻轉教學模式於臨床實務之學習成效。2.課程設計應以學習者需求為首要，此次研究中控制組對課程主題有學習動機，組內學習成效呈顯著差異，說明課室教學若可配合授課時間亦有其效益。3.錄製情境知能影片，有效結合臨床知能，若能推廣可有效排除地域性教學資源分配不均的問題。4.未來繼續規劃專業模組課程於其他專科教育訓練課程。
[ Abstract ]
This study aimed to investigate the effect of flipped teaching on recognition and care skills of patient safety as well as satisfaction of patient safety course in dialysis nurses. Quasi-experimental design was employed. A total 74 dialysis nurses from single medical center in Taipei and two of its branches were recruited and randomized to either flipped or traditional learning. All participants received survey about patient safety recognition and self-evaluation about care skills of patient safety before and after the learning course. All statistical analyses were performed using SPSS version 21.0. Pearson test, Chi Square test, Fisher’s exact test and unpaired t test were introduced for test of homogeneity. For significant difference between groups in age, seniority (nurses, dialysis nurses or clinical teachers), confidence in conducting correct nursing for patient safety and helping patients with empathy, analysis of covariance was made by ANCONA. Difference within group was analyzed via paired t test. Our result showed participants underwent flipped learning had significantly higher score on the test of patient safety recognition but those underwent traditional learning had more marked progress. Although there was no significant difference in self-evaluation about care skills after completion of learning course between the two groups, participants with traditional learning had more progress. No difference between the two groups in satisfaction was noted. Accordingly, further study may be suggested to investigate the effect of flipped teaching in dialysis nurses. Otherwise, participants underwent traditional learning had higher academic motivation about the topics which resulted in significantly different learning effect within group. Therefore,learning course design should be based on the demand of learners. Besides, widely-used video containing medical knowledge and technology may narrow the urban-rural gap in teaching and education recourses. Finally, application of flipped teaching to the learning course of other specialties may be suggested.