精神科護理課程融入混成問題導向學習於臨床推理能力之成效

背景：護生問題解決過程臨床推理能力扮演重要角色，當臨床推理有誤可能影響病人病情，本研究目的在探討精神科護理課程融入混成問題導向學習課程成效。方法：本研究採類實驗單組前後測之研究設計，收案對象是護理系四技三年級39位學生，採用的研究工具為「護理人員臨床推理能力量表」和「混成問題導向學習課程評量問卷」，資料分析應用描述性統計和單因子相依樣本變異數和SPSS 25版統計軟體。結果：本研究結果顯示學生臨床推理能力得分達統計顯著差異，F值為9.544（p<0.05），經事後比較發現課程執行兩次情境演練學生臨床推理能力成長並無顯著差異（p=0.194）；之後進行混成問題導向學習（b-PBL）課程四週後，學生臨床推理能力有顯著成長（p<0.01），學生對混合問題導向教學平台教材設計滿意度佳，89.7%的學生認同問診教學影片和87.2%的學生對於臨床推理工作單接受度佳。結論：實施b-PBL課程對學生的專業能力產生正面影響，本教學模式可做為實施臨床推理教學參考。

關鍵字

混成問題導向學習；臨床推理；精神科護理學

並列摘要

Background: Clinical reasoning skill is crucial in problem-solving among nursing student. Poor clinical reasoning can affect patients. This study investigated the effectiveness of integrating a blended problem-based learning (b-PBL) intervention into psychiatric nursing curriculum. Methods: A quasi-experimental one-group pretest–posttest research design was adopted. The participants were 39 third-year nursing students in a four-year technical college program. Instruments such as the nursing clinical reasoning scale and the b-PBL course assessment questionnaire were employed. Data were analyzed with descriptive statistics and one-way repeated measures analysis of variance using SPSS Statistics 25. Results: There was a significant difference in students' clinical reasoning competency before and after the course (F-value = 9.544, p < 0.05). Post hoc comparisons indicated that after two rounds of scenario-based practice, no significant differences were observed in the growth of clinical reasoning competency (p = 0.194). However, two weeks after the b-PBL intervention, a significant improvement was discovered (p < 0.01). Students express high satisfaction with the instructional design of the blended problem-based teaching platform, with 89% of students endorsing the nursing assessment demonstration videos, and 87.2% of students showing positive acceptance of the clinical reasoning worksheets. Conclusion: The b-PBL intervention had a positive effect on the professional competence of the participants. This instructional model can serve as a reference for implementing clinical reasoning education.

並列關鍵字

blended problem-based learning ； clinical reasoning ； psychiatric nursing

參考文獻

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