護理人員接受高擬真模擬心律不整病人照護課程 之學習成效研究
| 論文名稱(中/英文) | 研究生 | 指導教授 |
| 護理人員接受高擬真模擬心律不整病人照護課程之學習成效研究 The Learning Effect of High-Fidelity Simulation of Arrhythmia Patient Care Course for Nurses |
古玉貞 | 許麗齡博士 |
| [ 摘要 ] | ||
| 本研究旨在探討高擬真模擬訓練課程介入心律不整病人照護課程，臨床護理人員在心律不整病人照護認知測驗、心律不整判讀及處置能力自評和學習滿意度等學習成效。採類實驗性研究(Quasi-experimental design)及兩組前後測設計；研究對象以方便取樣，北部某醫學中心臨床護理人員共64名；實驗組32名接受心律不整病人照護高擬真模擬訓練課程，控制組32名接受傳統課室教學；課程介入前後兩組均接受心律不整病人照護認知測驗、心律不整判讀及處置能力自評測試。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、unpaired t test 及 Mann-Whitney U test等進行；心律不整病人照護認知測驗以Repeated Measures ANCOVA檢定兩組學習者組間及組內差異效應；心律不整判讀及處置能力自評以非成對樣本 t 檢定(unpaired t test)比較組間差異，以成對樣本 t 檢定（paired t test）比較組內前後測差異；學習滿意度以ANCOVA檢定兩組學習者差異。研究結果顯示：(一)實驗組心律不整病人照護認知測驗得分顯著高於控制組(p=.003)，組內亦呈統計上顯著差異(p<.001)，但介入後一個月的認知測驗，實驗組得分雖高於控制組，卻未達統計差異(p=.629)。(二)實驗組心律不整判讀及處置能力自評顯著高於控制組(p<.001)；組內亦呈統計上顯著差異(p<.001)，實驗組進步率25.06 %高於控制組5.46 %。(三)實驗組學習滿意度得分高於控制組，呈統計上顯著差異(p<.001)。結論：高擬真模擬教學策略，對提升護理人員認知、能力自評及滿意度有顯著成效，但長期記憶可能需經常及反覆學習，且單一教學策略改善成效不大。 | ||
| [ Abstract ] | ||
| This study aimed to investigate the effect of high-fidelity simulation clinical nursing staff training course on the learning results including recognition test of arrhythmia nursing care, self-assessment of arrhythmia interpretation and management skills, the satisfaction of learning. A quasi-experimental design and two groups pre-post test was conducted. The convenience sample consisted of 64 nurses in a Taipei medical center. 32 subjects in the experimental group received a simulated simulation training course, and the other 32 subjects in the controlled group received a traditional class education. The research tools include: 1.cognitive tests for arrhythmia patients care, 2.arrhythmia interpretation and self - evaluation of the management skills, 3.the questionnaire for the satisfaction of learning. Before and after the intervention of the teaching course, both groups received pre-post test. Conducting data archiving, induction, collation and statistical analysis is used by the software SPSS 21.0 version. Two groups of homogeneity tests were performed with Pearson χ2 test, Fisher's exact test, unpaired t test and Mann-Whitney U test. The cognitive assessments of arrhythmia patients care were determined the difference between the two groups of learners and between groups with Repeated Measures ANCOVA. Self-assessment of arrhythmia interpretation and management skills is compaired the differences between the groups by unpaired t test. Paired t test compares the difference between pre-posttest within the group. Learning satisfaction assessed the differences of two groups learner by ANCOVA test. Our result showed: (1)The scores of cognitive tests for arrhythmia patients care in the experimental group were significantly higher than those in the control group (p=.003), and the difference was statistically significant within the group (p<.001), However, after one month of the intervention, the scores of experimental group is higher than them of control group, but the no difference was statistically significant (p=.629). (2)The self-evaluation of arrhythmia interpretation and management skills in the experimental group were significantly higher than these in the control group (p<.001); There was a statistically significant difference between two groups (p<.001), The experimental group progress rate of 25.06% higher than the control group 5.46%. (3)There were statistically significant differences in learning satisfaction scores between the two groups in the experimental group compared with the control group (p<.001). Conclusion: High-fidelity simulation teaching strategies have significant effect on improving nursing staff 's cognition, the self - evaluation of competency and satisfaction. However, long-term memory may need to be studied frequently and repeatedly, and the improvement of single teaching strategy is not effective. | ||