技職體系臨床護理教師教學效能與在職進修需求之研究

Teaching Effectiveness and In-Service Education Needs for Clinical Nursing Teachers in Technological and Vocational Schools

郭素真(Su-Chen Kuo) ； 高毓秀(Yu-Hsiu Kao)

《實證護理》 2卷4期 (2006/12) Pp. 273-283

https://doi.org/10.6225/JEBN.2.4.273

摘要

本研究目的在了解臨床護理教師教學效能及在職進修需求之現況，探討影響臨床護理教師教學效能與在職進修需求之個人相關因素，以及教學效能與在職進修需求間之相關情形。以全國技職體系護校、專科及技術學院之臨床護理教師為對象，進行問卷調查，有效問卷為315份(60%)。研究工具包括個人基本資料、「臨床護理教師教學效能量表」與「臨床護理教師進修需求量表」。研究結果如下：⑴臨床護理教師的教學效能中，最高為「和諧的人際關係」，最低則為「教學自我效能信念」。⑵臨床護理教師在職進修需求中，最高為「教學知能需求」，最低則為「人際經營需求」。⑶影響臨床護理教師教學效能之個人相關因素為年齡、教學年資、臨床護理工作年資及進修經驗，進修經驗中以「是否曾進修學生輔導技巧課程」的影響層面最廣。⑷影響臨床護理教師進修需求之個人相關因素為進修經驗中之「就學期間，是否曾修過教與學課程」。⑸整體而言，教學效能與進修需求間達顯著負相關。

關鍵字

臨床護理教師 ； 教學效能 ； 在職進修需求

並列摘要

The purpose of this study was to understand the current status of clinical nursing teachers' teaching effectiveness and in-service education needs and to explore the personal factors affecting, and the relationship between, these two aspects. Clinical nursing teachers from vocational nursing schools, junior colleges and technical colleges nationwide were selected to answer a questionnaire-based survey, with 315 effective responses (60%) received. Research tools included personal information, a clinical nursing teacher's teaching effectiveness questionnaire, and clinical nursing teacher's in-service education needs questionnaire. Study results included the following findings. (1) The most important factor with regard to the teaching effectiveness of clinical nursing teachers was ”Harmonious interpersonal relationships”. The least important factor was ”Belief of teaching self-efficacy”. (2) The most important in-service education need was ”Need for Teaching Knowledge”. ”Need for interpersonal relationship management” was rated as the least important. (3) Factors affecting a clinical nursing teacher's teaching effectiveness included age, teaching experience, clinical nursing experience and in-service education experience. Of these, ”Having attended a student counseling techniques course” had the greatest influence. (4) The personal factor which affected clinical nursing teacher's in-service education needs was ”During their education, did they ever take a teaching related course”. (5) Generally speaking, teaching effectiveness appears to have an inverse relationship to in-service education needs.

並列關鍵字

clinical nursing teacher ； teaching effectiveness ； in-service education needs