應用情境教學以增進醫護學生文化照護能力之成效

多元文化教育隨著國際互動頻繁、人口流動快速而日趨重要，台灣面臨多元族群融合的社會現象，健康照護體系的醫療人員在對不同文化族裔的人口提供健康照護時也面臨許多挑戰。本研究的目的在執行應用情境教學的多元文化照護課程，共16單元（32小時）/（2學分），以醫學大學醫護學生為研究對象，採立意取樣、前實驗研究法-單組前後測，課程介入之成效評價，採用量性、質性評價方法。在量性資料上以「醫護學生文化照護能力問卷」為評估工具，採前後測評估參與課程的醫護學生文化照護能力之成效，共收案48人，評值工具包括：基本資料、文化敏感度量表(ISS)、文化能力量表(IAPCC)以及多元文化自我檢核量表(CCSCL)，資料將以第17版SPSS/PC分析。質性形成性評價是利用焦點團體法，探討學生對課程設計、教學方法之評價、焦點團體法人數共15人。研究結果發現在量性結果上:文化敏感度方面，p=.000、文化能力方面，p=.000及多元文化能力自我檢核方面，p=.003，顯示醫護學生的文化照護能力有顯著性增加; 在質性結果上，整理並歸納出課程評價主題分析共有五點：主題一、同理心是接受異文化真正涵意﹔主題二、學習尊重多元文化；主題三、教學方式創新身歷其境；主題四、異文化的衝擊；主題五、渴望文化參與。研究結果顯示應用情境教學的多元文化照護相關課程為有效且有影響的因素，也可以提供相關部門擬定合適醫護大學多元文化教育的政策及課程。

關鍵字

醫護學生；情境教學；文化照護能力

並列摘要

With frequent international interactions and rapid population flow, multicultural education has become increasingly important. Taiwan is faced with the social phenomenon of multinational integration, and its healthcare providers under the healthcare system are faced with many challenges when offering health care to a population comprised of people from different cultures. The purpose of this study is to implement a multicultural curriculum through the application of situated teaching, which consists of 16 units (32 hours)/2 credits. With medical and nursing students from a medical university as research participants, purposive sampling, pre-experimental research, single-group pre-test and post-test, assessment of curriculum intervention effectiveness, and quantitative and qualitative assessment methods were adopted. In terms of quantitative data, “a questionnaire on the cultural care competence of medical and nursing students” was used as the assessment tool. The effectiveness of the cultural care competence of medical and nursing students’ participating in the curriculum was evaluated using the pre-test and post-test, with a total of 48 cases accepted. The assessment tools include: basic information, the Intercultural Sensitivity Scale (ISS), the Inventory for Assessing the Process of Cultural Competence (IAPCC), and the Cultural Competence Self-Assessment Check List (CCSCL). The data underwent analysis using the 17th version of SPSS/PC. For the qualitative assessment part, the focus group method was employed to explore students’ evaluation of the curriculum design and teaching method. The focus group consists of 15 people. Quantitative result findings: in terms of cultural sensitivity, p=.000; in terms of cultural competence, p=.000; in terms of multicultural competence self-assessment, p=.003, indicating the cultural care competence of the medical and nursing students increased significantly. Qualitative result findings: five points from the curriculum assessment theme analysis were compiled and summarized: Theme 1. Empathy is the true meaning of the acceptance of different cultures; Theme 2. Learn to respect multiple cultures; Theme 3. The teaching method is innovative and “true to life”; Theme 4. The impact of different cultures; Theme 5. Desiring cultural participation. Results show that the multicultural care curriculum with the application of situated teaching is indeed effective; the influential factors shall be provided to relevant sectors to formulate appropriate multicultural education policies and curriculums in medical and nursing universities.