護理人員數位與面授學習滿意度及學習成效之探討

Discussion on Satisfaction Degree and Learning Achievement of Nurses Digital and Face-to-Face Teaching

張倩寧(Chien-Ning Chang)

指導教授 ： 楊東震 ； 紀宗利

義守大學/管理學院/管理碩博士班/碩士(2017年)

摘要

隨著知識快速的普及，護理在職教育為增強護理人員在專業領域上的知識及專業能力，透過不斷學習而提高專業能力成了護理人員是不可或缺的。過去研究指出，護理人員若要有好的學習績效，需要透過合適的教學方式，近年又因為數位教學法具有便利性及重複性，最常被使用於教學中。因此，本研究希望能探討護理人員透過數位學習是否能比一般傳統面授教學增加更多學習滿意度以及學習成效。
本研究研究方法採用次級資料分析法，透過學習資料課分析有修習過結核課程且年滿18歲以上的護理在職人員，且透過問卷收集樣本資料391份，以進行不同背景變項在「教學方式」、「學習成效」和「整體學習滿意度」做整合性的探討。此外本研究運用獨立樣本t檢定分析檢定教學方式與學習成效、整理滿意度回饋；採用成對樣本t檢定驗證2014年~2016年學習成效之差異，藉以了解三年的變化情形。研究結果顯示，2015年之不同年資的護理人員在學習成效上有顯著差異。2016年之不同參與動機的護理人員在學習成效上有顯著差異。2015年之不同參與動機的護理人員在整體學習滿意度上有顯著差異。2015年及2016年不同的教學方式會顯著影響護理人員的整體學習滿意度。
本研究發現數位教學方式能有效節省在職護理人員通勤的時間，給予護理人員更多學習上的便利性，使護理人員有更多機會充實自身知識，以提升學習滿意度及學習成效。

關鍵字

數位教學 ； 學習滿意度 ； 學習成效

並列摘要

With the rapid popularization of knowledge, nursing in-service education is an indispensable role in improving the professional ability of nursing staff in order to enhance the knowledge and professional ability of nurses in the field of specialization. In the past, it was pointed out that nurses who had good learning performance required to be taught properly and digital teaching mode is widely used in the teaching and learning domain in recent years because of convenience and repetition. Therefore, this study expects to discuss whether nursing staff can increase larger amount of learning satisfaction and effects than traditional through digital learning than face-to-face teaching mode.
In this study, the secondary-data analysis method was used to analyze those nursing staffs that had studied tuberculosis courses and had attained the age of 18 through learning data class. There were a total of 391 samples collected through questionnaire to carry out overall discussion with different background variables in "teaching way",“learning effectiveness" and "overall teaching satisfaction". In addition, independent sample t-test was used to test the teaching method and learning effect, and compiled satisfaction feedback. The difference of learning achievement between 2014 and 2016 was verified by the p-test, so as to realize state of change over the past 3 years. The integrative result suggested that there were significant differences in the learning outcomes of nurses at different ages in 2015, and there were significant differences reflected in the learning outcomes of nurses with different motives in 2016. There was a significant difference in overall teaching satisfaction among nurses with different motives in 2015. Different teaching methods in 2015 and 2016 will significantly affect the overall teaching satisfaction of nurses.
This study found that the digital teaching method can effectively save commute time, give nursing staffs more learning convenience, so that they have more opportunities of enriching knowledge to enhance learning satisfaction and learning outcomes.

並列關鍵字

digital teaching ； learning satisfaction ； learning outcomes

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