- 期刊
比較不同教學法對護理人員造口護理知能之成效
Effects of Two Ostomy Care Programs on Nurses' Knowledge and Skills in a Medical Center
摘要
本研究之目的旨在比較不同的造口護理訓練方案介入前後護理人員的造口護理知識與造口護理技術得分之差異。本研究採類實驗法之兩組前後測研究設計；以立意分派選某醫學中心有造口病患的三個外科系病房護理人員為研究對象，分為實驗組與對照組，實驗組26人，對照組30人。對照組護理人員於前測後給予90分鐘之造口護理知識與技術講授, 實驗組護理人員則於前測後，依其測驗結果以3至5人為一組，由教育者與研究對象討論及技術示教與回覆示教的方式給予指導，兩組均於介入措施後三週實施後測。研究結果顯示兩種教育方案介入後，兩組後測知識得分與造口護理技術得分均顯著高於前測，且以實驗組的進步幅度顯著大於對照組。由此可知實驗組所採用之討論方式與技術示教和回覆示教之教學效果優於對照組所採用之統一的講授方式，建議未來可嘗試在相關的病房中依循此方式，以增加護理人員對造口的護理知識及技術正確率，進而提昇造口病患的護理品質。
並列摘要
The purpose of this study was to investigate the effects of two ostomy care programs on nurses' knowledge and skills toward ostomy care. The two-group quasi-experimental research design was adapted as a guide for this study. Fifty-six nurses working in a medical center in central Taiwan were selected by accidental sampling. Twenty-six nurses were assigned to an experimental group that included three to five nurses in a group with a discussion teaching method used and thirty nurses were assigned to a control group, in which they received a group lecture teaching program. Tests were given to both groups before the ostomy care program (pre-test) and one follow-up test (post-test) was given 3 weeks after the program. The results indicated that the subjects who received the individual discussion teaching method had better improvement in knowledge and skills than those who received the group teaching program during post-test. It shows that discussion and demonstration according to a nurses' learning needs were the teaching strategies that improved nurses' knowledge and skills toward ostomy care. These findings may provide an effective and systematic teaching program for clinical nursing educators to improve the efficiency of a nursing continuing education program.