在臨床環境中,護理人員依法需定期更新執業執照所需之教育訓練課程外,醫院中充滿各種提升護理人員能力的教育訓練課程,所有課程設計之目的,以提升人員照護能力為最終目標,如何有系統的衡量訓練成效,亦是醫院關注之重點。對於訓練移轉評量,Kirkpatrick四層次訓練移轉模式,常見於人力資源管理領域,四層次訓練移轉模式包括反應層次、學習層次、行為層次、結果層次。在護理相關領域,教育訓練成效移轉之評估,較常採用反應層次與行為層次,本文將進一步說明Kirkpatrick模型在橫斷面資料(cross sectional data)與縱斷面資料(longitudinal data)之不同做法與相對應之層次,未來在護理領域中可透過縱斷面資料(longitudinal data)收集,搭配Kirkpatrick四層次完整訓練模式來衡量訓練成效,並透過系統性訓練成效說明,協助護理主管與醫院管理者,了解教育訓練課程是否能夠實際為醫院與病人帶來實質上之效益,希冀此法能供醫療、護理人員在教育訓練評估上之參考。
In the clinical field, nurses are not only required by law to regularly renew their licenses for education and training courses, the hospital also includes a variety of educational training courses that are designed to increase the nurses' competence. All courses are designed with the primary objective to improve nurses' clinical care capabilities. How to systematically measure the effectiveness of education and training is also an important part of the hospital's concern. This paper introduces the Kirkpatrick's four-stage training transfer model from the field of human resource management. The four stages include reaction level, learning level, behavior level, and results level. As to nursing related fields, the response level and behavior level are most often used in the assessment of the transfer integrity of educational and training results. This article will further illustrate the different approach used in Kirkpatrick's model in cross-sectional data and longitudinal data application and their corresponding level. In the future of the nursing field, through the collection of longitudinal data, combined with Kirkpatrick's four-level complete training model, we can evaluate the training results; and through illustration of systematic training, to assist nursing supervisors and hospital administrators on their understanding towards the substantial benefit educational training program can bring forward. We hope this method can be used as a reference for medical and nursing staffs in education and training evaluation.