系統性出院準備在職教育 訓練 對護理人員出院計畫成效之研究
| 論文名稱(中/英文) | 研究生 | 指導教授 |
|
系統性出院準備在職教育 訓練 對護理人員出院計畫成效之研究 Effectiveness by Nursing Staff |
陳彥如 | 許麗齡博士 |
| [ 摘要 ] | ||
| 本研究旨在探討系統性出院準備在職教育訓練後，護理人員之出院準備知識、出院準備自我效能、出院計畫查檢表完整性、課程滿意度及病人對護理照護滿意度之成效探討。採實驗性研究設計(experimental design)，以新北市某區域教學醫院實施出院準備單位之護理人員為研究對象，共 135 人；實驗組 70 人接受系統性出院準備在職教育課程，控制組 65 人採傳統課程內容；研究工具包括：出院準備知識量表、出院準備自我效能量表、出院計畫查檢表、課程滿意度問卷及病人對出院準備護理照護滿意度量表。在課程介入前，兩組皆接受出院準備知識量表、出院準備自我效能量表及出院計畫查檢表前測，課程介入後二組接受出院準備知識量表、出院準備自我效能量表及課程滿意度後測，介入後 2 週進行出院計畫查檢表後測及病人對出院準備護理照護滿意度調查。以 SPSS 20.0 電腦統計套裝軟體進行資料分析，包括描述性統計分析(百分比、帄均數及標準差)及 paired t test、Mann-Whitney U test、unpaired t test、Wilcoxon signed-rank test、spearman 相關檢定等統計方法進行分析。研究結果顯示：(一)不同出院準備在職教育課程介入後，控制組與實驗組於出院準備知識量表前後測得分無顯著差異。(二)不同出院準備在職教育課程介入後，控制組與實驗組於出院準備自我效能及出院計畫查檢表前後測得分有顯著差異，且實驗組高於控制組。(三)不同出院準備在職教育課程介入後，實驗組於課程滿意度帄均得分高於控制組，但無統計上顯著差異。(四)不同出院準備在職教育課程介入後，實驗組於病人對出院準備護理照護滿意度帄均得分高於控制組，但無統計上顯著差異。結論系統性出院準備在職教育的介入，有助於護理人員對於出院準備自我效能、出院計畫完整性及病人對出院準備護理照護滿意度的提升。未來研究建議可將系統性出院準備在職課程以不同教學方式應用於護理人員在職教育，並進行成效追蹤。 | ||
| [ Abstract ] | ||
| This study aims to examine the effectiveness of systematic discharge planning as in-service education intervention on discharge planning knowledge and self-efficacy of nursing staff, completeness of the discharge planning checklist, course satisfaction level, and satisfaction level of patients with nursing care. An experimental design was used, and nursing staff from a teaching hospital in New Taipei City that implemented discharge planning were selected as study participants (135 in total). In the experimental group, 70 participants received systematic discharge planning as in-service courses while 65 in the control group received conventional courses. The study tools included a discharge planning knowledge scale, discharge planning self-efficacy scale, discharge planning checklist, course satisfaction questionnaire, and scale of patients’ satisfaction with nursing care as discharge planning. Before course intervention, both groups received pre-testing with a discharge planning knowledge scale, discharge planning self-efficacy scale, and discharge planning checklist. After course intervention was carried out, both groups received post-testing with a discharge planning knowledge scale, discharge planning self-efficacy scale, and course satisfaction questionnaire. Two weeks after intervention, post-testing with the discharge planning checklist and survey on patients’ satisfaction with nursing care as discharge planning was carried out. The SPSS 20.0 computer statistical software suite was used for data analysis, including descriptive statistics analysis (percentages, mean values, and standard deviation), paired t-test, Mann-Whitney U test, unpaired t-test, Wilcoxon signed-rank test, Spearman correlation test, and so on. The results of the study showed the following. (1) After different courses on discharge planning as in-service education, there were no significant differences between the pre- and post-testing scores on the discharge planning knowledge scale in the control and experimental groups. (2) After intervention with different courses on discharge planning as in-service education, there were significant differences between the pre- and post-testing scores in the discharge planning self-efficacy scale in the control and experimental groups with the experimental group showing higher scores than the control group. (3) After intervention with different courses on discharge planning as in-service education, the experimental group showed greater mean satisfaction scores than the control group, but this was not statistically significant. (4) After intervention with different courses on discharge planning as in-service education, the experimental group obtained higher mean satisfaction scores of patients towards nursing care as discharge planning compared with the control group, but this was not statistically significant. Conclusion: Systematic discharge planning as in-service education intervention can help improve discharge planning self-efficacy in nursing staff, completeness of discharge plan, and patients’ level of satisfaction towards nursing care as discharge planning. We suggest that future studies on systematic discharge planning as in-service education can be conducted with different teaching methods for as in-service education of nurses, and performance tracking can be carried out. | ||