護理人員對安寧照護認知及課程需求評估~以末期腎病為例
| 論文名稱(中/英文) | 研究生 | 指導教授 |
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護理人員對安寧照護認知及課程需求評估~以末期腎病為例 renal disease as an example |
陸慧蓮 | 林梅香博士 |
| [ 摘要 ] | ||
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本研究旨在探討護理人員對末期腎病安寧照護認知 及課程需求評估，以新北市某區域教學醫院護理人員為研究對象，進行問卷調查，回收有效問卷為149份，回收率達93%。研究資料以SPSS 21.0描述性統計及獨立樣本t檢定(t test)、單因子變異數分析(one-way ANOVA)、薛費事後比較(Scheffe’s method)及皮爾森積差相關進行推論性統計分析。研究結果發現：(一)護理人員在末期腎病安寧照認知 上整體認知為中上程度， 各向得分高低依序得分高低依序為照護理念、 靈性顧緩和透析得分高低依序為照護理念、 靈性顧緩和透析得分高低依序為照護理念、 靈性顧緩和透析得分高低依序為照護理念、 靈性照顧、緩和透析、法令規定、病情告知、疼痛控制、急救處置對末期維生治療看法；(二)末期腎病安寧照護認知課程需求向度平均得分高低依序為照護理念知識需求、末期照護知識需求、法令規定知識需求、緩和透析知識需求、 維生看法知識需求 ；(三)授課方式需求平均得分高低依序為課室多媒體教學及案例討論、數位自我學習系統、面對面課室教學、角色扮演 ；(四)末期腎病安寧照護認知 會因不同性別、教育程度、科別、照護末期腎病患者經驗、照護生命末期經驗、最近在職教育中是否包括安寧緩和照護或末期的知識而有差異；(五)末期腎病安寧照護認知課程需求會因不同性別及不同教育程度而有差異 ；(六)末期腎病安寧照護認知及末期腎病安寧照護認知課程需求呈顯著正相關；(七)不同授課方式需求與末期腎病安寧照護認知課程需求呈顯著正相關。 研究結果將作為提供日後護理人員在職教育課程規劃參考，進而提升臨床護理人員末期腎病安寧照護之品質。 |
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| [ Abstract ] | ||
| This study aimed to explore nursing staff's knowledge on hospice care for end stage renal disease and their curriculum needs. stage renal disease and their curriculum needs. The study was conducted on nursing stage renal disease and their curriculum needs. The study was conducted on nursing staff in a regional teaching hospital in New Taipei City. A questionnaire survey survey was conducted. 149 valid questionnaires were returned and the response rate was 93%. The data were deduced by SPSS 21.0 descriptive statistics, independent test t test, one -way ANOVA, Scheffe’s method, and Pearson's product correlation.The study found that: (1) The nurses' overall comprehension level of hospice care for end-stage nephropathy is medium to high. The dimensions, listed in order from the one with highest scores,included the concept of care, spiritual care, palliative dialysis, legal regulations, notification of illness, pain control, emergent treatment, and end -of -life care; (2) As to the design of curriculum, the following is the dimensions listed in order from the one with the most learning demand.It started with contents about the concept, the end-of-life care, the legal regulations, the palliative dialysis, and life support. (3) The most favored learning methods are from classroom multi-media teaching and case discussion. Behind them followed digital self-learning system, and then face-to-face classroom teaching, and at last role-playing; (4) The comprehension on hospice care for End-stage renal disease was affected by gender, education level, department the individual worked in, the experience of taking care of end-stage renal disease or end-of-life patients, and whether recent on-the-job education mentioned related topics.(5) Needs each individual looked for in curriculum differed between genders and each education levels. (6) There is a significant positive correlation of the dimensions between comprehension of end-stage nephropathy and curriculum needs for hospice care of end-stage renal disease. (7) Needs for different instructional styles is significantly positively related to the needs for cognition of end-stage nephropathy hospice care. | ||