應用Kirkpatrick模式評量護理臨床教師培訓課程之實施成效

論文名稱(中/英文)	研究生	指導教授
應用Kirkpatrick模式評量護理臨床教師培訓課程之實施成效 Using the Kirkpatrick Model to Evaluate a Nursing Preceptor Training Program	吳曉玲	李皎正教授
[ 摘要 ]
醫策會於2012年制訂｢師資培育制度認證辦法｣，規定臨床教師需參加教學醫院之臨床教師培育課程，以取得擔任臨床教師之認證資格，然而國內鮮少有關評量護理臨床教師培訓課程實施成效之研究。研究目的旨在應用Kirkpatrick 模式評量中部某醫學中心｢護理臨床教師培訓課程｣之實施成效。本研究從Kirkpatrick四層次評鑑模式的角度，依據中區某醫學中心實施10小時「護理臨床教師培訓課程」之實際情況，以全程參與培訓課程之儲備護理臨床教師為研究對象，第一層次成效評量以「教學滿意度」問卷(5分量表)及非參與式觀察等方法收集資料;第二層次成效評量採用｢護理臨床教師教學行為量表(Clinical Teaching Behaviors Inventory,CTBI-23) ｣(5分量表)，作為評量工具，於培訓課程前、後、由研究對象填寫，輔以文件分析法收集資料;第三層次成效評量亦採用CTBI-23作為評量工具，在儲備護理臨床教師指導新進護理師1個月後，分別填寫CTBI-23。研究結果為(一)第一層次成效：整體教學滿意度為4.66±0.39，上課中觀察到教學內容、教學品質與上課氛圍的不同；(二)第二層次成效：儲備護理臨床教師於培訓課程前、後之CTBI-23得分，後測(4.15±0.469)高於前測(3.52±0.520)，(t=10.716, p<0.001)，從學習心得反思中發現：（1）學會如何應用營造教學氛圍技巧（2）能依據學習情境設計教學技巧（3）能應用傾聽與同理之溝通技巧（4）學會如何輔導新人的技巧（5）學會如何調整自我情緒的技巧；(三)第三層次成效：比較護理臨床教師與新進護理師於CTBI-23的得分，新進護理師(4.60±0.476)高於護理臨床教師(3.94±0.319)，(t=5.153,p<0.001)，顯示新進護理師較護理臨床教師肯定其臨床教學行為。最後根據研究結果，期望可提供教學醫院評量護理臨床教師培訓課程之參考。
[ Abstract ]
In 2012, the Taiwan Joint Commission on Hospital Accreditation (TJCHA) established qualifications for nurse preceptors. These qualifications mandated that nurse preceptors should have attend preceptor training program, but few studies have examined the effectiveness of nursing preceptor training program. The purposes of this study is using the Kirkpatrick Model to evaluation a nursing preceptor training program Mixed research design were used in three levels. Level 1“Reaction”: questionnaires and nonparticipant observation to evaluation the program ；Level 2“Learning”: a Clinical Teaching Behavior Inventory (CTBI-23) for nurse preceptors' self-evaluation in training beginning and ending. At the same time, documentary research was used to analyze the data and extract themes and subthemes from preceptor' training Reflection report. Level 3“Behavior”: after taught preceptee at least one month , (CTBI-23) for nurse preceptor' self-evaluation and preceptee' evaluation was completed. The study results were as followed, (一) Level 1“Reaction”: program satisfact-ion was 4.66±0.39,Multiform classroom management strategies and teaching strategies in a practical approach to pre-training ; (二) Level 2“Learning” : post-test of (CTBI-23) data was 4.15±0.469 higher than pre-test of (CTBI-23) data 4.15±0.469 (t=10.716, p<0.001) , and five themes were extracted from preceptors，(1)how to create a teaching and learning environment (2)how to use simulate teaching skills (3)how to communicate with listening and compassionating (4)how to counseling (5)how to control self-emotion;(三) Level 3“Behavior”: preceptee' evaluation of (CTBI-23) data was 4.6±0.476 higher than preceptor’s self-evaluation of (CTBI-23) data 3.94±0.39()(t=5.153,p<0.001). These findings provide preliminary evidence suggesting that preceptee' strongly agreed the clinical teaching behaviors. Based on these findings , which may provide some references hospital for evaluation preceptor training program.