運用翻轉教學提升照護溝通之成效

目的：醫療行為不但具高度不確定性，且具不可避免的潛在風險，尤其位居照護第一線的護理師除了須強化各科重症照護能力與專業知識外，如果沒有足夠的溝通應變能力，可能因為臨床複雜照護情境而導致溝通上的誤會，進而產生不必要的誤解及抱怨投書。此研究導入「翻轉教學」概念，探討護理師照護溝通學習之成效評估。方法：護理師參與課室分享及導入案例之翻轉教學，並進行學習成效與回饋分析。結果：翻轉教學實施前後成績為89.26分／94.84分（t = - 0.736，P < 0.01），整體平均滿意度為4.78分（SD=0.39），翻轉教學實施前後，單位正向讚許表揚件數顯著提升，負向投書件數降至為零。臨床實務建議：導入翻轉教學之概念，透過課堂臨床實際投書案例分享及溝通互動，整體學習獲得護理師正向回饋，及病人家屬對於照護之肯定讚許。建議臨床可透過實際反映案例規劃溝通互動之課程，藉由溫暖與感動之互動，提升及彰顯護理溝通技巧及照護品質。

關鍵字

翻轉教學；溝通；滿意度；成效

並列摘要

Purpose: Medical practices not only with a high degree of uncertainty, and possessed the inevitable potential risks. In particular, nurses who are in the front line of care in addition to critical care in various subjects must strengthen the capacity and expertise, but if there is not enough communication and adaptability, probably because of the complex clinical care situations caused misunderstanding on communication, thereby creating unnecessary misunderstanding and letter to complain. This study import "flip teaching" concept, to explore the effectiveness of care assessment of learning to communicate nurse. Methods: Through the nurse involved in classroom teaching flip and the import share of cases, evaluation of the effectiveness of learning and feedback analysis. Results: The score before and after the implementation of the flipped teaching was 89.26 points/94.84 points (t = -0.736, P <0.01), and the overall average satisfaction was 4.78 points (SD=0.39). Before and after the implementation of the flipping teaching, the number of positive praises increased significantly, and the number of negative complaints dropped to zero. Application of Nursing Practice: Import Flip concept of teaching, sharing and communication through interactive classroom clinical cases, the overall learning gets positive feedback from nurses and the patient's family for the care of positive approval. It is suggested that clinicians can plan communication and interaction courses through actual reflection of cases, and by the warmth and joy of interaction, enhance communication skills and demonstrate care and quality of care.

並列關鍵字

Flipped Training ； Communication ； Satisfaction ； Effectiveness

參考文獻

呂文娟、徐曼瑩、蔡衣帆、楊文理、高木榮、李俊秀（2017）．護理新人的管路照護模組課程之混成式學習成效．北市醫學雜誌，14（3），315-323。[(2017). The Effectiveness of Blended Learning on Tube Care among New Nurses14(3), 315-323.]http://doi.org/10.6200/tcmj.2017.14.3.06

李佳玲(2021)‧前翻或後翻？剪輯課程的翻轉學習研究 [Flip Forward or Backward? A Flipped Learning Approach in a Nonlinear Editing Course]‧教育傳播與科技研究(127)，37-58‧https://doi.org/10.6137/rect.202112_(127).0003

邱淑芬、蘇秀娟、劉桂芬、黃慧芬（2015）．翻轉教室－資訊科技融入護理教育的新教學策略．護理雜誌，62（3），5-10。[(2015). Flipped Classroom: A New Teaching Strategy for Integrating Information Technology Into Nursing Education 62(3), 5-10.]http://doi.org/10.6224/jn.62.3.5

高東煒、張浩銘、林錦生、劉峰誠（2016）．醫學教育的新趨勢：跨領域討論、擬真醫學、翻轉教學．源遠護理，10（1），27-33。[(2016). The Updated Trends in Medical Education: Transdisciplinary Teamwork, Medical Simulation, Flipped Classroom 10(1), 27-33.]http://doi.org/10.6530/yyn/2016.5.4

康以諾、林哲瑋、陳建宇、曾德銘、吳建志（2016）．翻轉教學應用於擬真臨床技能學習之滿意度初探．台灣擬真醫學教育期刊，3（1），23-31。[(2016). An Exploratory Study on Simulated Clinical Skill Learning Satisfaction in the Flipped Approach 3(1), 23-31.]http://doi.org/10.6582/jtssh.2016.3(1).03

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運用翻轉教學提升照護溝通之成效

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