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提升護理人員第四階段學習護照完成率改善方案

Improving the Completion Rate of Learning Portfolios in Stage IV Nurse Training

摘要


本專案目的為提升二年期訓練護理人員第四階段學習護照完成率,此階段著重急重症訓練,完成率低可能影響臨床照護工作。2012年經調查本院二年期護理人員邁入第四階段訓練時,學習護照完成率僅66%,明顯低於第一至三階段之學習護照完成率(平均87% )。經問卷調查分析完成率偏低原因有:學習護照內容繁瑣、未按時完成護照內容之指導與評值、讀書報告與案例分析無法完成、N2集中訓練課程及OSCE測驗未完成及缺乏獎勵機制等。專案於2013年1月至2014年3月實施,擬定及執行改善對策:修訂學習護照內容、建立學習護照指導與評值完成時間之提醒機制、規劃讀書報告與案例分析細項學習內容及輔導機制、增加N2集中訓練課程及OSCE測驗次數並建立獎勵機制。改善結果自2014年3月起第四階段學習護照完成率由66%提升至94.5%,達專案目標。透過專案規劃安排學習課程,強化學員學習動機與落實臨床指導,除了增進護理人員臨床照護能力,冀能提升優質之醫療品質。

關鍵字

學習護照 完成率

並列摘要


The aim of this project was to improve the completion rate of learning portfolios in stage IV nursing training during a 2-year training course. In 2012, the learning portfolio completion rate was only 66% for stage IV courses. A questionnaire was employed, which identified the following reasons: cumbersome content, the preceptor failed to complete the passport content, reading reports and case studies could not be completed on time, training camps and objectively structured clinical exams were unfinished, and a lack of a bonus system. The project was conducted during January 2013-March 2014. We revised the content of the learning portfolio, established an alarm to remind the training course participants, revised the content of the reading reports and case studies, and made it easier to finish the program at different times. Additionally, we increased the N2 and OSCE training camps and established a bonus system. After the improvement, the completion rate increased from 66% to 94.5%. In conclusion, the use of comprehensive learning plans and implemented clinical guidelines, along with training and curriculum revisions, enhanced clinical nurses' ability to achieve a higher quality of care.

並列關鍵字

learning portfolio completion rate

參考文獻


邱淑芬、周成惠、魏秀靜、蘇秀娟(2012).護理臨床教育的利器- 電子化學習歷程檔案.榮總護理,30(2),199-205。doi: 10.6142/VGHN.30.2.199
黃璉華(2004).從護生到護士- 談新進護理人員的適應.護理雜誌, 51(4),33-36。doi: 10.6224/JN.51.4.33
Buckley, S., Coleman, J., Davison, I., Khan, K. S., Zamora, J., Malick, S., ...Sayers, J. (2009). The educational effects of portfolios on undergraduate student learning: A best evidence medical education (BEME) systematic review. Medical Teacher, 31(4), 282-298. doi: 10.1080/01421590902889897
Hautala, K. T., Saylor, C. R., & O'Leary-Kelley, C. (2007). Nurses' perceptions of stress and support in the preceptor role. Journal for Nurses in Professional Development, 23(2), 64-70. doi: 10.1097/01.NND.0000266611.78315.08
Oosterbaan, A. E., Van Der Schaaf, M. F., Baartman, L. K., & Stokking, K. M. (2010). Reflection during portfolio-based conversations. International Journal of Educational Research, 49(4), 151-160. doi: 10.1016/j.ijer.2011.02.001

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