某科大二年制護理系學生OSCE後設認知策略之詮釋現象學探究

背景：OSCE已證實為評估臨床技能的有效方法之一，學生往往產生焦慮感受，因而影響OSCE檢測學生臨床技能之原意，有必要輔導其克服OSCE焦慮。目的：本研究旨在理解護理系學生之OSCE後設認知策略運用經驗與面貌，以利尋求未參加過OSCE輔導關鍵機制，提升臨床情境反應能力，從而增進病人福祉。方法：透過詮釋現象學的觀點與主題分析策略，力求貼近護理科系學生實習前OSCE後設認知策略運用之經驗。資料收集與分析包括經由焦點團體訪談24位某科技大學護理系學生，輔以研究者的觀察日誌等為參考。結果：本研究發現護理系學生經歷OSCE過程的主觀感受與後設認知策略運用的面貌，依序整合出有「策略規劃」、「難題解析」、「提取記憶」、「情境調整」、「學習評價」等五種思維運作於其中，以用來調整和監督學習活動。結論與實務運用：鼓勵學生善於運用後設認知策略，以期克服OSCE焦慮，進而增加學習遷移的效果與養成終身學習的能力。

關鍵字

護理系學生；客觀結構式臨床測驗；後設認知策略；詮釋現象學

並列摘要

Background: OSCE has proven to be one of the effective methods to assess the clinical skills. However, students often feel anxiety, which affects the original intention of OSCE testing students' clinical skills. It is necessary to coach them to overcome OSCE anxiety. Purpose: This study is to understand the nursing student's experience of using cognitive strategies in OSCE. In order to find the key mechanism of before OSCE counseling, improve the ability of clinical situation response, thereby improving the well-being of patients. Methods: Through the viewpoint of hermeneutic phenomenology and theme analysis strategy, we stayed close to the nursing student's experience of metacognitive strategies in OSCE. Data collection was via focus group interviews with 24 nursing students in one university of science and technology. It supplemented by researchers' observation logbooks. Results: The study found the nursing student's experience of using metacognitive strategies in OSCE, in sequence and integrate five kinds of thinking operation such as ＂strategic planning＂, ＂problem analysis＂, ＂memory retrieval＂, ＂situational adjustment＂, ＂learning evaluation＂. To be used to adjust and supervised learning activities. Conclusion: Encouraging students to be good at using meta-cognitive strategies can not only overcome OSCE anxiety but also increase the effect of learning transfer and develop lifelong learning capabilities.

並列關鍵字

undergraduate nursing students ； OSCE ； metacognitive strategies ； hermeneutic phenomenology

參考文獻

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某科大二年制護理系學生OSCE後設認知策略之詮釋現象學探究

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