背景：大多數末期腎病患者需要依靠腎臟替代療法來維持生命，在台灣腎臟替代療法以血液透析為主流方式。而血液透析護理屬於進階護理專業領域，知識和技能是提供病人照護最好的力量來源，辦理專業的教育訓練前提首重「需求的評估」，目前尚未有針對血液透析護理師提出教育訓練的實證研究資料。

研究目的：探討血液透析護理人員的「透析照護教育訓練課程」及「教育訓練形式」需求。

研究方法：採橫斷式研究設計，以方便取樣80位血液透析護理人員為研究對象，研究工具為自擬之結構性問卷進行資料收集，評估血液透析護理人員的教育訓練需求。以次數分配、百分率、平均數及標準差進行描述性統計，以獨立樣本t檢定、單因子變異數分析等統計方法進行推論性統計。自擬「血液透析照護教育訓練課程需求」量表經因素分析檢視建構效度，共萃取六個因素，「基礎透析知識課程需求」，「透析照護專業知識課程需求」，「相關判讀與評估技能課程需求」，「透析併發症處置能力課程需求」，「透析照護專業角色課程需求」，「透析照護心理與社會課程需求」，六個因素能解釋問卷的總變異量佔77.23%，整體問卷的信度為0.94。

研究結果顯示：一、血液透析護理人員對於透析照護教育訓練課程有高度需求。二、30歲以下、臨床總年資5年以下、現職單位年資在2~3年、未曾服務於透析單位的血液透析護理人員，對透析照護教育訓練課程需求達統計上差異。三、血液透析照護教育訓練課程需求中之「透析照護專業知識課程」、「透析併發症處置能力課程」、「透析照護心理與社會課程」與「數位學習法」的卡方檢定呈顯著水準。

結論與建議：整體透析照護教育訓練課程需求度高。課程設計者需要更精準的需求評估技巧來辦理專業的教育訓練，才能吸引學習者的目光。規劃課程前可例行安排教育訓練主題之前導調查，如此可更對準各級人員需求，讓課程更多元，實踐需求評估的重要意涵。

Background：Most patients with end stage renal disease rely on renal replacement therapy to maintain life. In Taiwan, hemodialysis is the mainstream of renal replacement therapy,and hemodialysis care is a specialized field in advanced nursing. Cultivating knowledge and skills in hemodialysis nursing is thebest way to optimize patient care.The first step in establishing a professional education and trainingprogram is to conduct a "NeedsAssessment".However, there is currently no empirical research on the educationalneeds of hemodialysis nurses.

Purpose：To explore the needsamong hemodialysis care workersfor the topic and format of "Dialysis Care Education Training Courses".

Methodology：Across-sectional research design was adopted to facilitate the sampling of 80 hemodialysis nurses as research objects. The research tools collected data for the self-made structural questionnaires which evaluated the educational training needs of hemodialysis nursing staff. Descriptive statistics were performed by frequency distribution, percentage, mean and standard deviation.Inferential statistics were performed by statistical methods such as independent sample t-test and single-factor variance analysis.The self-designed"Requirements for Hemodialysis Care Education Training CoursesScale" examines the construct validity by factor analysis.A total of six factors are extracted:"Basic Dialysis Knowledge Curriculum Requirements", "Dialysis Care Professional Knowledge Curriculum Requirements", "Requirements for Relevant Interpretation and Assessment Skills Courses", "Requirements for Dialysis Complications Competence Courses", "Dialysis Care Professional Role Course Requirements", and "Dialysis Care Psychology and social curriculum needs". These six factors (accounted for 77.23% of the total variation of the questionnaire), and the overall questionnaire reliability was 0.94.

Results：(1)Hemodialysis nurses have a high demand for dialysis care education and training courses.(2)There is a statistical difference in the demand for dialysis care education and training courses among different subgroups of hemodialysis care workersincludingthose who are under 30 years of age, members with less than 5 years of clinical experience, and staff with 2 to 3 years of current employment.

(3)The chi-square test for"Dialysis Care Professional Knowledge Curriculum Requirements", "Requirements for DialysisComplications Competence Courses",and "Dialysis Care Psychologyand social curriculum needs"show statisticalgreater demand for.digital learning.

Conclusions/suggestion：The overall dialysis care education training course is in high demand.Course designers need more precise needs assessment skills to handle professional education and training in order to attract the attention of learners. Before  planning eachcourse, the education and training needs assessment should be routinely performed in order to target on the needs of the staff at all levels making the curriculum more diversified and rewarding.