安寧療護的教育－護生、一般護理人員及專科護理師

安寧療護護理教育旨在培育出有安寧療護理念，具末期臨終照護知能，稱職且能獲得病人與家屬信任的護理人員。從護生、一般護理人員與專科護理師，依著新手到專家不同的層級循序漸進，精益求精，提供末期臨終病人及其家屬人性化之照護，答覆他們複雜多變的身、心、靈、社會照護需求。目前安寧療護護理教育有以下困境：一、學校教育對安寧療護與末期臨終照護，缺乏系統性規劃；二、教育訓練忽視舒適護理、溝通、倫理等議題；三、大部分的在職訓練僅仰賴少數專業團體的堅持及努力；四、缺乏安寧療護與末期臨終照護學理及實務兼具的師資；五、依賴模式的護理教育，僵化護生思考，延宕護理人員從新手到專家的成長機會。面對如此現況，未來應整合安寧療護服務、教育與研究的人才，採彈性教學策略，將安寧療護教育內容本土化，並且重視教育過程中個人的內化反省。如此才能培養出更多安寧療護人才，提升末期臨終照護品質。

關鍵字

安寧療護；護理教育；新手到專家；人性化照護

並列摘要

The aim of hospice palliative education care is to train nurses in hospice philosophy, terminal care skills, nursing care competencies, and professional reliability. Student nurses, staff nurses, and advanced practice nurses must be taught through a proper sequence, from novice to expert. Working together with patients and their families, nurses can educate and care for the physical, social and spiritual needs of terminally ill patients. Currently, problems faced in hospice palliative care education include: 1. The lack of a systematic plan focusing on hospice palliative care and terminal care in nursing schools; 2. The absence of comfort care, communications, ethics, and other relevant issues in extant education and training; 3. The limited number of institutes that currently provide in-service training; 4. The shortage of teachers proficient in both hospice care knowledge and practice; and 5. The current overdependence on traditional nursing education models, which hinders student nurse originality and delays staff nurse growth. Faced with the present issues, self-reflection, localization, and multiple teaching strategies should be the critical developmental directions of hospice palliative education. In order to improve terminal care quality, it is also important to integrate practice, education, and research in order to train more hospice palliative nurses.

並列關鍵字

hospice palliative care ； nursing education ； from novice to expert ； humanistic nursing care

被引用紀錄

陸慧蓮、江慧珠、吳泓彥、林梅香（2021）。護理人員對末期腎病安寧照護認知之探討。健康科技期刊，7(2)，13-25。https://doi.org/10.6979/TJHS.202103_7(2).0002

張育菁（2009）。探討某醫學中心新生兒加護病房之臨終照護〔碩士論文，臺北醫學大學〕。華藝線上圖書館。https://doi.org/10.6831/TMU.2009.00106

顧艶秋、林麗英、蔣秀容、陳惠鈴、高紀雅（2018）。全人照護結合安寧療護之教育訓練對提升全人照護之成效。高雄護理雜誌，35(3)，12-24。https://doi.org/10.6692/KJN.201812_35(3).0002

顧艶秋、林麗英、蔣秀容、王珮珩、高紀雅（2017）。實習護生接受安寧療護教育課程之成效。安寧療護雜誌，22(3)，273-287。https://doi.org/10.6537/TJHPC.201711_22(3).002

顧雅利、許瓊尹、吳佳珍、郭世明（2023）。傾聽、同理、陪伴技能教案於三個護理課程之成效探討。長庚護理，34(2)，1-14。https://doi.org/10.6386/CGN.202306_34(2).0001

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安寧療護的教育－護生、一般護理人員及專科護理師

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