- 期刊
韌性防疫下護理教育變革與省思
Reform and Reflection on Nursing Education Under Resilient Epidemic Prevention
摘要
COVID-19大流行對台灣護理教育界帶來有史以來的大挑戰，使得全國各級護理教育單位與學生都在警急狀況下轉向遠距教學。經過兩年多來，各級教育政策單位與醫療院所機構的多方協調與溝通，終於使得臨床、實務及教育轉型改變，也使護理學生在COVID-19疫情下願意進入職場。所以疫情延續既是危機也是轉機；本文經由實證文獻查證、透過護理人員與學生的分享和建議，提出多元教學強化未來護理教育的方向，讓護理教育者思考在韌性防疫下，如何教育學生以及如何結合臨床實務來提供永續的優質照護，雖然遠距（線上）教學帶給教育者許多挑戰，教師必須創造各種教育資源，教育方式改變造成護理技術無法回示教等困難。除此之外，護理教育者要將遠距教學電腦設備相關知識快速的學習與應用，並盡快熟練後才能進行線上教學，造成護理教育者的壓力與焦慮，所以護理教育者必需要有韌性並自我調節，培養適應力。
並列摘要
The COVID-19 pandemic presents an unprecedented challenge to the education community in nursing of Taiwan, causing the education institutions and nursing students at all levels turning to the technology of distance teaching under the emergency conditions. For more than two years, the coordination and communication between the educational policy-makers and healthcare institutions finally leads to transformation and change in the clinical education and practical training to reinforce nursing students' willingness to enter the workplace under the COVID-19 epidemic. The continuation of the epidemic presents both a crisis and a turning point. Through literature review and critical appraisal for evidences, the collaboration between the healthcare industry and educational institutions, and the shared opinions and suggestions from nursing students, this article proposes a direction with multiple instruction to strengthen future nursing education, so that nursing educators can rethink issues such as how to teach students under the epidemic crisis and cultivate resilience and prevention, how to teach students to combine clinical practices in order to provide sustainable quality care for patients, etc. Even though distance (online) teaching is challenging, educators must be creative with educational resources with changes in educational methods and with technological difficulty, such as teaching back of nursing techniques. In addition, nursing educators must be versatile and proficient with knowledge to operate equipment associated with distance teaching, which puts a certain degree of pressure on nursing educators. Hence, nursing educators also need to be resilient in order to adjust and adapt to these challenges.
參考文獻
延伸閱讀
- 蔡淳娟（2021）。後疫情世代醫護臨床技能測驗的新思維。台灣擬真醫學教育期刊，8(2)，31-36。https://doi.org/10.6582/JTSSH.202112_8(2).0003
- 陳幼梅、蔡淳娟（2020）。從全人健康照護觀點談護理診療思辨教育之智慧創新。台灣擬真醫學教育期刊，7(1)，30-44。https://doi.org/10.6582/JTSSH.202006_7(1).0003
- 蘇美禎、林嘉玲、李慧貞（2022）。疫情下遠距多元互動教學融入社區衛生護理課程學習成效之探討。教育傳播與科技研究，(129)，45-62。https://doi.org/10.6137/RECT.202208_(129).0003
- 駱麗華（1996）。A Blueprint for Changing Nursing Education Globally。護理雜誌，43(2)，78-82。https://doi.org/10.6224/JN.43.2.78
- 尹祚芊（2010）。Nursing Education in the Context of International and Social Development。澳門護理雜誌，9(1)，32-32+29。https://www.airitilibrary.com/Article/Detail?DocID=16811534-201006-201011090132-201011090132-32-32+29