護理創新教學科技的建置與應用

Construction and Application of Innovative Education Technology Strategies in Nursing

趙莉芬(Li-Fen Chao) ； 黃湘萍(Hsiang-Ping Huang) ； 倪麗芬(Lee-Fen Ni) ； 蔡佳蘭(Chia-Lan Tsai) ； 黃翠媛(Tsuey-Yuan Huang)

《護理雜誌》 64卷6期 (2017/12) Pp. 26-33

https://doi.org/10.6224/JN.000080

摘要

科技的發達與3C產品的普及對於教育模式產生影響，進而推動創新教學與數位學習模式，當然也包含護理教育。本文主要以長庚科技大學護理系於專業創新學習環境的建置為例，說明教學科技環境的建置與應用，如科技互動創新教學於3D解剖圖像教學、護理情境導向學習、客觀結構式臨床技能檢定等策略。以特色教學所運用之教學科技資源，分為「特色教室環境設備」與「行動學習雲教育系統」二個部分，除介紹教學科技軟硬體設施，也呈現雲端運算科技教學工具內容與課程應用方式，包含依據教學需求設置各科高擬真護理情境教室、建置於全方位自主學習平台的線上電子書、虛擬互動模擬情境教材、擴增實境行動學習編輯模組之數位教材管理系統、自動建立教與學歷程回饋機制、與線上大會考系統等，文末並分享執行護理創新教學的困難與因應，期望透過本文提供護理教育者結合科技發展護理創新教學模式之參考。

關鍵字

行動學習 ； 雲端運算 ； 高擬真護理情境 ； 虛擬互動模擬 ； 擴增實境

並列摘要

The evolution of information and communication technologies has deeply impacted education reform, promoted the development of digital-learning models, and stimulated the development of diverse nursing education strategies in order to better fulfill needs and expand in new directions. The present paper introduces the intelligent-learning resources that are available for basic medical science education, problem-based learning, nursing scenario-based learning, objective structured clinical examinations, and other similar activities in the Department of Nursing at Chang Gung University of Science and Technology. The program is offered in two parts: specialized classroom facilities and cloud computing / mobile-learning. The latter includes high-fidelity simulation classrooms, online e-books, and virtual interactive simulation and augmented reality mobile-learning materials, which are provided through multimedia technology development, learning management systems, web-certificated examinations, and automated teaching and learning feedback mechanisms. It is expected that the teaching experiences that are shared in this article may be used as a reference for applying professional wisdom teaching models into nursing education.

並列關鍵字

mobile-learning ； cloud computing ； high-fidelity nursing simulation ； virtual interactive simulation ； augmented reality

參考文獻

王瑜欣、簡淑慧、范君瑜、周守民(2013)。談最後一哩與新進護理人員臨床教育之銜接。護理雜誌。60(3)，5-10。

台灣網路資料中心（2016）．「2016 台灣無線網路使用調查」報告書． 取自https://www.twnic.net.tw/download/200307/20170109e.pdf [Taiwan Network Information Center. (2016). A survey on broadband Internet usage in Taiwan - A summary report, 2016. Retrieved from https://www.twnic.net.tw/download/200307/20170109e.pdf]

教育部（2014，2月6日）．「數位學習推動計畫」103 年起全面啟動．取自資訊及科技教育司網站：http://depart.moe.edu.tw/ED2700/News_Content.aspx?n=727087A8A1328DEE&sms=49589CE1E2730CC8&s=170E4E91A8C5E5A2 [Ministry of Education, Taiwan, ROC. (2014, February 6). Plans for promoting comprehensive e-learning starting from 2014. Retrieved from Department of Information and Technology Education website: http://depart.moe.edu.tw/ED2700/News_Content.aspx?n=727087A8A1328DEE&sms=49589CE1E2730CC8&s=170E4E91A8C5E5A2]

趙莉芬、黃湘萍、倪麗芬、曾瑛容、陳俊良(2016)。模擬情境愉悅式創新教材於護生準備客觀結構是臨床測驗教學之初探。教育科技與學習。4(1)，23-38。

Antepohl, W.,Herzig, S.(1999).Problem-based learning versus lecture-based learning in a course of basic pharmacology: A controlled, randomized study.Medical Education.33(2),106-113.