提升神經科加護病房護理人員N1、N2專業能力進階率

背景及目的：本專案旨在提升神經科加護病房護理人員N1、N2專業能力進階率。2017年單位N1進階率為0%、N2進階率為33.3%，若基層專業能力無法培育，將可能導致人員專業能力斷層，而影響臨床照護品質及病人安全，故引發動機。方法：透過訪談、問卷調查及討論後，確立問題為：書寫特殊報告有困難、人員不清楚進階需完成項目及如何完成、所需相關表單不易取得、參與在職訓練困難、缺乏進階動力及持續力。擬定策略為：提供師資輔導、推行層級負責人制度、設置進階所需表單資料夾、提供申請公假上課、建立Line群組等。結果：2018年N1專業能力進階率由0%提升至28%；N2專業能力進階率仍為33.3%，但經持續實施，於2019年達50%。結論：此專案之推行，除提升人員專業能力外，也增進其信心及成就感。

關鍵字

護理人員；臨床進階制度；遊戲式學習

並列摘要

Background and purpose: This project is to improve the N and N1 level Nurses who were promoted to a higher level. The rate of N promoted to N1 was 0%, and N1 promoted to N2 was 33.3% in 2017. Because the rate of N and N1 level nurses who were promoted to a higher level was lower than other ICU. Therefore cause our motivation. Methods: First of all, through the interview, surveys, and discussion, the following causes had been identified: All nurses had difficulties in writing certain reports and no one could teach them. The nurses did not know what projects they had to complete and also how to accomplish in order to get promoted. It is hard for the nurses to get related forms needed to get promoted. It is difficult for the nurses to participate the professional training programs. The nurses lacked motivation and vitality. We had implemented some relative measures as follows: first, we arranged suitable clinical advisers to teach those nurses to write the particular reports and to assist them to finish certain reports. Second, we arranged some people in charge who used the list to inform these N and N1 level nurses, and to make sure them be able to understand about the details of learning projects of the clinical ladder system. Next, folders of files and documents needed for nurses to get promoted were set and sorted; therefore, staff could easily find documents. Then, our hospital provided employees with 20 hours of official business leave per year so that the nurses would be able to participate in the on-the-job training program. Finally, we had used game-based learning theory, such as creating concept maps, and using communication software, like LINE group, to improve nurses' cohesion and learning motivation. Results: In 2018, the percentage of N being promoted to N1 raised from 0% to 28%, and N1 being promoted to N2 still 33%. But we implemented relative measures consistently, N1 being promoted to N2 raise from 33.3% to 50% in 2019. Conclusion: During the process of this project was improved the competence of nursing staff and helped to build self-confidence as well.

並列關鍵字

nurse ； clinical ladder system ； game-based learning

參考文獻

林秋芬、高靖秋（2014）‧臨床護理人力運用的演變與前瞻‧護理雜誌，61(2)，13-19。https://doi.org/10.6224/JN.61.2.13

陳小蓮、黃秀梨、黃翠媛（2014）‧臨床護理人才培育問題與策略‧領導護理，15(3)，14-24。http://doi.org/10.29494/LN.201409_15(3).0002

陳幼貴（2014）‧提升腫瘤科護理師臨床專業能力進階完成率‧腫瘤護理雜誌，14(1)，63-75。https://doi.org/10.3966/168395442014061401006

張純純、李美英（2015）‧實作導向的個案報告訓練成效評值‧領導護理，16(4)，66-75。http://doi.org/10.29494/LN.201512_16(4).0006

黃惠美、洪麗玲、林麗英（2015）‧新進護理人員學習型態與護理能力進階之調查‧榮總護理，32(3)，304-310。https://doi.org/10.6142/VGHN.32.3.304

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