探討專科護理師職場壓力、專業承諾、教學能力之相關性研究
| 論文名稱(中/英文) | 研究生 | 指導教授 |
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探討專科護理師職場壓力、專業承諾、教學能力之相關性研究 Competencies of Nurse Practitioners |
蕭棨文 | 鄭夙芬博士 |
| [ 摘要 ] | ||
| 研究背景： 專科護理師的教學能力為訓練中專科護理師角色轉換的關鍵，然而專科護理師在職場上的壓力會影響教學能力之表現。高專業承諾有助於減低職場壓力及增加教學能力。然而專業承諾是否影響專科護理師職場壓力及教學能力之中介效果，較少被探討。 研究目的： 探討專科護理師職場壓力、教學能力、專業承諾之相關性以及確認專科護理師教學能力的預測因子及中介效果。 研究方法： 本研究採橫斷面式研究設計，以方便取樣方式，進行資料收集。共有114位北部某醫學中心專科護理師參與本研究。研究工具包含：專科護理師基本屬性、簡等 (2010)職場壓力量表、Lu et al. (2000)專業承諾量表、Lee et al. (2016)教學能力量表，每個量表均具有良好的信效度。 研究結果： 研究結果顯示：專科護理師「職場壓力」為中至低等程度，其「專業承諾」與「教學能力」為中至高等程度。專科護理師基本屬性之「工作科別」對於「職場壓力」有顯著差異（p< .01）。專科護理師「職場壓力」與「專業承諾」呈負相關(r= - .267, p< .01)、「職場壓力」與「教學能力」呈負相關(r= - .198, p< .05)、「專業承諾」與「教學能力」呈正相關(r= .480, p< .01)。以複回歸統計分析發現，專科護理師「專業承諾」為「教學能力」之預測因子（β= .460, p< .01），「專業承諾」為「職場壓力」及「教學能力」之中介因子(Sobel test Z=-2.56, β = .341, p< .001)。 結論與建議： 研究結果證實專科護理師職場壓力、專業承諾及教學能力互有相關性，且專業承諾為職場壓力與教學能力之中介因子。建議未來定期檢視專科護理師教學與工作中面臨困境、加強指導員關懷，減低專科護理師職場壓力及增加專業承諾，進而延攬優秀專科護理師進行教學傳承。目前無特別規範專指導員的教學方式，建議多舉辦師培課程及教師在職教育，進行多元教學能力再強化。 |
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| [ Abstract ] | ||
| Background: Teaching competency is a vital element for role transition among nurse practitioners (NP). However, NPs’ workplace stress influences their demonstration of teaching competency. High professional commitment is beneficial in decreasing workplace stress and increasing teaching competency. However, only a few studies had explored the impact of professional commitment on NP’s workplace stress and the mediating factors for teaching competency. Purpose: To explore the relationships among NPs’ workplace stress, teaching competency and professional commitment and to identify the predictors and mediators for teaching competency. Methods: This cross-sectional study used a convenience sample of 114 NPs from a medical center in Northern Taiwan. The research instruments were: the Nurse Workplace Stress Scale (NWSS) (Chien et al., 2010), Nurse Professional Commitment Questionnaire (Lu et al., 2000) and Clinical Teaching Behavior Inventory (CTBI-23) (Lee-Hsieh et al., 2016). All instruments demonstrated good reliability and validity. Results: The results showed moderate to low levels of “workplace stress”, and moderate to high levels of “teaching competency” and “professional commitment” in the NPs. There was a significant difference in the NPs’ workplace stress among different units of work (p<.01). There was a negative correlation between the NPs’ workplace stress and professional commitment (r=- .267, p< .05); a negative correlation between workplace stress and teaching competency (r=- .198, p< .05); and a positive correlation between professional commitment and teaching competency (r= .480, p< .01). Results of multiple regression analysis indicated the NPs’ professional commitment was a predictor for teaching competency (β= .460, p< .01). Professional commitment was the mediator between workplace stress and teaching competency (Sobel test Z=-2.56, β = .341, p< .001). Conclusion and Recommendations: The findings confirmed correlations between NPs’ workplace stress, professional commitment and teaching competency. Additionally, professional commitment is the mediating factor between workplace stress and teaching competency. It is recommended to regularly review NP’s challenges in teaching and at work and to bolster caring from the NP instructors in order to decrease NPs’ workplace stress, increase professional commitment and attracts NPs to teaching. Currently, there is no specific standard to guide NP instructors’ methods of teaching. The authors recommend organizing more teacher development sessions and in-services to promote teaching competency. |
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