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複習課程介入對學前教育教師CPR技能長期記憶保留影響研究
The Effect of Adopting Intervene Reviewing Curriculum to Pre-School Teachers on LTM MemoryRetention in CPR Training Knowledge and Skills
摘要
本研究的目的有二：其一，在於探討幼托機構教保人員及幼稚園教師（簡稱學前教育教師）於第一次參加心肺復甦術（cardiopulmonary resuscitation：CPR）技能訓練後之記憶保留情形及影響因素；其次，瞭解採用不同複習課程介入，對學前教育教師之CPR技能記憶保留有何影響。本研究採取不等組後測準實驗設計，以立意取樣法選取臺中縣市公私立幼托機構教師96人，隨機分派成三組：其中，實驗組（Ⅰ）31人，實驗組（Ⅱ）31人，控制組34人；並以研究者等編製「CPR技術考評表」為測量工具進行分析；所獲資料以描述統計、單因子變異數分析進行考驗。本研究獲得下述重要發現：一、學前教育教師的「年齡」，顯著地影響其CPR的技能保留記憶。二、學前教育教師的CPR技能記憶保留，隨時間的消逝而逐漸衰退。三、複習課程介入，對提高學前教育教師CPR技能記憶的保留有明顯效果。四、複習介入時間點控制，對學前教育教師CPR技能記憶保留，會造成明顯的效果差異。五、學前教育教師的CPR技能記憶保留項目，以「操作4次15：2心肺按摩比率後查心跳呼吸」、「檢查頸動脈」及「吹氣量」最容易發生錯誤。
並列摘要
The aims of this study were two folds: 1. To explore the influencing factors on LTM (Long-term memory) CPR knowledge and skill retention of pre-school teachers (PST); 2. To apprehend the effect of Intervene Reviewing Curriculum(IRC), proposed by this study, on CPR (cardiopulmonary resuscitation) knowledge and skills of PST. A total of 96 samples were drawn from the public and private pre-school education institutions from central Taiwan during 2007 schooling year. The pretest-posttest nonequivalent group of quasi-experimental design was used for this study. The experimental group I was arranged for attending IRC quarterly while the experimental group II was accepted IRC every six months. The findings of this study are: 1.The skill memory retention of PST is significant influenced by their age. 2.The knowledge and skill memory retention will be decayed along with the time passing by. 3.The IRC on CPR knowledge and skills for PST, proposed by this study, is proved as an effective method to improve PST' CPR knowledge and skills. 4. Different time-frame spacing control in IRC will cause significant differences on CPR knowledge and skills memory retention for PST.