呼吸治療臨床教師自評教學能力及相關因素之研究

論文名稱(中/英文)	研究生	指導教授
呼吸治療臨床教師自評教學能力及相關因素之研究 The Study of Respiratory Therapy Clinical Preceptors Self-Evaluation Teaching competence and the Relative Factors	林美妙	高毓秀博士
[ 摘要 ]
本研究旨在探討呼吸治療臨床教師教學能力，同時探討不同個人相關因素之呼吸治療臨床教師自評教學能力之差異。本研究屬橫斷性研究，採方便取樣，以臺灣區區域級以上教學醫院的呼吸治療臨床教師為研究對象，進行問卷調查。呼吸治療臨床教師問卷共發出240份，回收有效問卷211份，回收率87.91%。研究工具為自擬「呼吸治療臨床教師自評教學能力量表」，包含臨床專業能力、熱忱的教學態度、和諧的學習氛圍、引導式教學技巧、客觀回饋與評值、良好的人際關係、跨領域團隊合作照護教學等七大向度。以次數分佈、平均數、標準差及排序進行描述性統計，以獨立t檢定及單因子分析(one-way ANOVA)進行推論性統計。研究結果發現：一、呼吸治療臨床教師自評教學能力在整體教學能力及七大向度教學能力得分上均屬於中上程度，各向度依平均得分高低順序為「臨床專業能力」、「良好的人際關係」、「客觀回饋與評值」、「跨領域團隊合作照護教學」、「熱忱的教學態度」、「引導式教學技巧」、「和諧的學習氛圍」。二、影響呼吸治療臨床教師自評教學能力之個人相關因素為年齡、進階層級、呼吸治療工作總年資、臨床教師年資及聘書影響。
[ Abstract ]
The aim of study focus on the teaching competence of respiratory therapy clinical preceptors and explore the differences of the teaching competence of respiratory therapy clinical preceptors with personally diverse factors. In this study, subjects were the respiratory therapy clinical preceptors of the regional teaching hospital in Taiwan as an example. Data have taken cross-sectional study and the subjects were enrolled by convenience sampling. Questionnaires and informed consent were collected 240 candidates with a total of 211completed and effective questionnaires (response rate 87.91%).The study tool, the scale of respiratory therapy clinical preceptors teaching competence, made by researcher self. The study items included clinical professional capability, enthusiastic teaching attitude, harmonious learning atmosphere, guiding teaching technology, objective feedback and evaluation, well interpersonal relationship, and cross regional and cooperative caring teaching.. The study was used frequency distribution, mean statistics, standard deviation and sequence to process descriptive statistical analysis and took t-test and one-way ANOVA to build conclusive statistical analysis. Base on the result, first, the scores of respiratory therapy clinical preceptor’s teaching competence up to intermediate level. The ranking of each study items, from high to low is clinical professional capability, well interpersonal relationship, objective feedback and evaluation, cross regional and cooperative caring teaching, enthusiastic teaching attitude, guiding teaching technology, and harmonious learning atmosphere. Second, the factors affected the self-evaluation teaching ability of respiratory therapy clinical preceptors are age, advanced level, the respiratory therapist trail periods, clinical preceptor trial periods and the contract of clinical preceptors. Key Word : respiratory therapy, respiratory care, teaching competence, respiratory therapy clinical preceptor