五專護生臨床實習學習策略與其學習成績之研究
A Study of Learning Strategies of Clinical Practice and Learning Achievement

among Nursing Students in 5-year Junior College

本研究旨在探討五專護生臨床實習學習策略與其學習成績之現況，進一步探究護生臨床實習學習策略與其學習成績間之關係。以台灣南部某科技大學五專護生完成八科臨床實習者為研究對象，以隨機集束抽樣法，抽取九班，進行問卷調查，回收有效問卷350份。研究工具包括個人背景資料、五專護生臨床實習學習策略問卷。以次數分佈、百分率、平均數、標準差等進行描述性統計，以獨立樣本t檢定、單因子變異數分析、皮爾森相關係數進行推論性統計。研究結果發現：

一、五專護生整體臨床實習學習策略屬於中上程度，常用臨床實習學習策略由高至低依序是：時間管理策略、情感與動機策略、他人支持與自我肯定策略、演練策略、計畫策略、資源應用策略、監控與調整策略、批判思考策略、組織與精緻化策略、理解策略、努力策略。
二、五專護生臨床實習學習成績屬於中上程度，全體實習總平均成績為80.7分，以80至84分（74.3%）為最多數。
三、影響五專護生臨床實習學習策略之個人相關因素為歷年課業平均成績、就讀興趣程度、就讀理由。其中以「就讀興趣程度」的影響層面最廣。
四、影響五專護生臨床實習學習成績之個人相關因素為歷年課業平均成績、就讀興趣程度。
五、整體臨床實習學習策略與臨床實習學習成績間達顯著正相關。

The purpose of this study was to describe the learning strategies of clinical practice and learning achievement among nursing students who are in 5-year junior college. This research was also expected to examine the relationship between learning strategies of clinical practice and learning achievement. The objects of this research were 5-year junior college nursing students from a university in southern Taiwan. The method employed by this study was described questionnaires that include personal data and learning strategies of clinical practice. It consists of a random clustered sample from 9 classes, 350 samples. Data were collected through questionnaires that were analyzed by descriptive statistics, independence sample t-test, one-way ANOVA, and pearson product-moment correlation. The results of this study were as follows:

1.In general, the learning strategies of clinical practice were above average. The best    dimension was “time management strategy” and the lowest was “effort strategy”.
2.In general, the learning achievement of clinical practice was above average. The average achievement was 80.7. The most popular range was “80-84” (74.3%).
3.The subjects relate to classroom learning performance, the level in the interest of    study and the reasons of studying in nursing school were different in learning   strategies of clinical practice.
4.Classroom learning performance and the level in the interest of study were closely linked with different in learning achievement of clinical practice.
5.Overall the learning strategies of clinical practice were positively correlated with learning achievement.