情境學習理論與娛樂活動設計於呼吸照護病房之實踐

The Use of Situated Learning Theory and Recreational Activity Designs for Clinical Practice in Respiratory Care Ward

蔡宜燕(Yi-Yen Tsai) ； 黃碧華(Pi-Hua Huang) ； 陳微拉(Wei-La Chen) ； 林善仰(Shan-Yang Lin)

《高雄護理雜誌》 34卷3期 (2017/12) Pp. 13-23

https://doi.org/10.6692/KJN.201712_34(3).0002

摘要

五專學生在呼吸照護病房臨床護理實習時，經常出現溝通或互動技巧生疏現象。本文係將護理核心素養融入護理臨床教學，以情境學習理論為架構，運用娛樂活動設計內容於呼吸照護病房之臨床教學，融合創新護理照護、溝通能力及護病關係建立、關懷和尊重生命之態度、尊重自主權與維護人性尊嚴、靈活運用新知於護理過程及發現個案的健康問題等六項護理行為為主軸，依教學目標、教學內容、教學策略以及教學評量等課程設計為架構，運用核心素養融入情境學習理論之教學模式，執行娛樂活動的過程及評值。結果顯示運用情境學習理論與娛樂活動設計內容，融入於護理臨床實習情境教學中，能促進學生主動參與照護活動，提升學生在呼吸照護病房中展現六項核心素養的護理能力。

關鍵字

核心素養 ； 情境學習理論 ； 娛樂活動

並列摘要

Lack of communication and interactive skills during clinical practice in respiratory ward is prevalent among nursing students at junior college level. It is expected that the experiences and attitudes towards and of nursing can be improved in the following three aspects, including awareness, skills and emotions based on actual experience of nursing care. This study aimed to integrate core competencies into clinical nursing teaching and apply recreational activity design to clinical teaching in respiratory care wards based on the frame of situated learning theory. By integrating the concept of innovative nursing care and applying novel knowledge to nursing curricula, we intended to establish communication skills and nurse-patient relationships, keep up the attitude toward caring and respect for life, honor individual autonomy, and uphold human dignity. In addition, based on the frame of curriculum design such as instruction objectives, contents, strategies and assessments, we focused on uncovering six themes of nursing behaviors including the health issues of the subject in order to present a teaching model of integrated core competencies with situated learning theory and furthermore, carry out the process as well as evaluation of recreational activity designs. The results showed that the use of situated learning theory and recreational activity designs for clinical nursing practice and situated teaching not only effectively facilitated active participation of nursing students, but significantly promoted six core competencies of nursing students in respiratory care wards.

並列關鍵字

Core Competencies ； Recreational Activities ； Situated Leaning Theory

參考文獻

王慶福、鍾麗珍、王郁茗、何應瑞、賴德仁(2007)‧生理回饋訓練與放鬆訓練對大學生焦慮與憂鬱反應之影響效果‧中山醫學雜誌‧18(2)，255-270。

吳真錠、謝素英、許麗齡(2013)‧護理學生核心能力自評及其相關因素之研究‧護理雜誌，60(1)，48-59。

侯青雲(2005)‧活動治療在長期照護機構中的功能‧臺灣老人保健學刊，1(1)，43-51。

黃宛婕(2012)‧「走出教室殿堂」─ 情境學習理論之教學實例分享‧國教新知，59(2)，100-103。

黃玉賢、林梅鳳、何雪珍、張露娜、陳雪(2015)‧合作學習與創意思考教學策略應用於五專生精神衛生護理實習之經驗‧護理雜誌，62(2)，77-83。doi:10.6224/JN.62.2.77