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呼吸治療師繼續教育需求之探討

論文名稱(中/英文) 研究生 指導教授

呼吸治療師繼續教育需求之探討

A Study of Continuing Education Needs of Respiratory Therapists

 王淑慧 高毓秀博士
[  摘要  ]
本研究旨在瞭解呼吸治療師繼續教育需求現況，並探討不同個人背景因素之呼吸治療師對繼續教育課程內容需求的差異性及其預測情形，以及探討不同個人背景因素之呼吸治療師對繼續教育課程設計需求的差異性。
本研究設計為橫斷式調查研究，以台灣地區臨床呼吸治療師為研究對象。經過觀察、訪談、開放性引導問卷及文獻查證後，擬定「呼吸治療師繼續教育需求調查問卷」為研究工具，經內容效度與信度檢定後之結果Cronbach’s α＝0.86-0.91，顯示量表之內在一致性良好。採用比例分層抽樣，隨機選取呼吸治療師326人，共回收問卷314份，回收率為96.32%。將回收的資料以SPSS13.0套裝軟體進行描述性統計分析、t考驗、單因子變異數分析、多元迴歸分析以及卡方考驗。研究結果如下：
一、呼吸治療師繼續教育課程內容需求得分屬於中上程度，需求最高的前三項繼續教育課程中，呼吸照護專業課程為重症呼吸照護學、成人呼吸照護學、呼吸治療儀器設備學（含呼吸器原理及應用）；非呼吸照護專業課程則為溝通技巧、壓力管理與情緒調適、人際關係。
二、繼續教育課程內容需求會因年齡、工作年資、教育程度、證照取得方式、婚姻狀況、子女數與子女年齡、工作場域等個人背景因素之不同而有顯著差異，其中工作場域是呼吸照護專業整體課程需求中最有預測力的變項，而教育程度則是非呼吸照護專業整體課程需求中最有預測力的變項。
三、繼續教育課程設計需求會因工作年資、教育程度、證照取得方式、婚姻狀況、子女數與子女年齡、工作場域等個人背景因素之不同而有顯著差異。
上述之研究發現期能提供呼吸治療師繼續教育課程規劃與設計之參考依據。
[ Abstract ]
The purposes of this study were to understand the current needs of the continuing education for the respiratory therapists; to investigate the need difference for continuing education curriculum in respiratory therapists with different background factors, and to investigate the need difference for continuing education curriculum design in respiratory therapists with different background factors.
The study design was a cross-sectional study. According to literature review and 0bservation, interviews with preliminary questionnaire, we developed a “continuing education need for respiratory therapists questionnaire”. The content validity and reliability test is good. The Cronbach’s α value is 0.86 to 0.91 which shows good internal consistency. Proportional stratified sampling was 326 clinical respiratory therapists in Taiwan (responded rate was 96.32%). Questionnaires were analyzed with SPSS13 software with descriptive analysis, t test, one way ANOVA, multiple regression analysis, and Chi square test.
The results of the research are as follows: 
1. In general, the continuing education needs of respiratory therapists are above average. The priority of the continuing education curriculum needs recognized by the responders is as listed below.
(1) Professional respiratory care curriculum: critical respiratory care, adult respiratory care, respiratory care facility (including respirator introduction and application). 
(2) Non-professional respiratory care curriculum: communication skills , stress management and emotional adjustment, interpersonal relationship.
2. The background factors of the therapists such as age, work seniority, educational level, certification status, marriage status, number and age of children and Workplace will influence their priority preference in choosing the curriculum contents. Workplace is the best predictor for professional respiratory care education curriculum. Educational level is the best predictor for non-professional one.
3. The needs of continuing education curriculum design are also different in respiratory therapists with different background factors.
Hopefully the results of the study can provide some reference for the related organization and training center in designing the continuing education program for the respiratory therapists.