專科護理師參加虛擬病人教育訓練之學習動機

Learning Motivation of Nurse Practitioners Participating in Virtual Patient-Based Training

鄭麗娟(Li-Chuan Cheng) ； 陳佳蓉(Chia-Jung Chen) ； 辜美安(Malcolm Koo) ； 林詩淳(Shih-Chun Lin)

《澄清醫護管理雜誌》 18卷1期 (2022/01) Pp. 49-59

摘要

目的：本研究探討專科護理師使用標準化病人和虛擬病人教育訓練於學習動機的變化。方法：本研究採用單組重複量數設計的問卷調查，以南部某區域教學醫院的專科護理師作為研究對象。首先，以傳統標準化病人進行問診訓練（T1），3個月後再以虛擬病人問診進行問題導向之互動模擬情境進行教育訓練（T2）。再3個月後，以同樣操作模式進行第二次虛擬病人問診教育訓練（T3）。每一次的教育訓練結束後以「ARCS學習動機模式量表」和「學習動機策略問卷」（Motivated Strategies for Learning Questionnaire, MSLQ）進行調查。數據以單因子相依變異數分析，在調整年齡組別（21-40歲和＞40歲），比較ARCS學習動機模式量表和MSLQ各層面在護理工作總年資兩組之差異。結果：研究對象91位專科護理師，女性佔89人（97.8％），護理工作總年資≥ 16年共55人（60.4％）。ARCS學習動機模式量表的四個層面分數上，在虛擬病人和標準病人的教育方式無顯著差異，而第二次虛擬病人（T3）的分數則較第一次（T2）的顯著下降。此外，ARCS學習動機模式量表的注意層面，年資為≤ 15年者較≥ 16年者，得分在T1到T2的改變呈現顯著上升（p=0.021），效果值達中度（Partialη^2=0.059）。至於MSLQ的自我效能、學科價值和考試焦慮層面於年資兩組間均未達顯著差異。結論：本研究發現標準化病人和虛擬病人教育訓練對專科護理師的學習動機並無顯著差異，但在重複使用虛擬病人教育訓練則出現顯著下降。未來研究可探討在重複使用虛擬問診訓練下，如何能維持學員的學習動機。

關鍵字

專科護理師 ； 虛擬問診 ； 虛擬病人 ； 學習動機 ； 動機模式

並列摘要

Purposes: This study investigated the changes in learning motivation of nurse practitioners who received standardized and virtual patient consultation training. Methods: A questionnaire survey with a single-group repeated measures design was conducted among nurse practitioners recruited from a regional teaching hospital in southern Taiwan. The participants first attended a traditional standardized patient consultation training session (T1), followed by a virtual patient consultation training session three months later (T2). After another three months, a second virtual patient consultation training session (T3) was conducted. At the end of each session, ARCS Model of Motivation-based learning scale and Motivated Strategies for Learning Questionnaire (MSLQ) were administered to collect data. Differences reflecting the results from the scale and MSLQ between two groups with varying nursing experience (≥ 16 years and ≤ 15 years) were analyzed by one-way repeated measures analysis of variance. Results: A total of 91 nurse practitioners participated in the study - of these, 89 (97.8%) were female and 55 (60.4%) had ≥ 16 years of experience. The scores in the four ARCS Model dimensions were not significantly different between T1 and T2, but were significantly lower at T3 when compared with those at T2. In addition, the participants with ≤ 15 years of experience had a significantly higher score in the attention dimension of the model from T1 to T2 (p=0.021) with a moderate effect size (partial η^2=0.059) when compared with their counterparts with ≥ 16 years of experience. There were no significant differences between the two groups' scores in MSLQ's self-efficacy, subject value, and exam anxiety domains. Conclusions: There was no significant change in the participants' learning motivation after the standardized and virtual patient consultation training, but there was a significant decrease in it with repeated virtual patient sessions. Future research should investigate how to maintain learners' learning motivation over repeated virtual patient training sessions.

並列關鍵字

Nurse practitioner ； Virtual consultation ； Virtual patients ； Learning motivation ； Motivation model