運用系統教學設計模式建構壓瘡照護實作教學課程

背景與目的：傳統在職教育多採用課室教學，故本研究擬運用系統性教學設計及實作教學法，進行壓瘡照護實作教學，目的在於探討護理人員的學習成效與壓瘡照護知識的進步情形，以及學員對授課講師與課程的滿意度。研究方法：本研究依Dick、Carey與Carey（2009）提出之系統教學設計模式規劃壓瘡照護課程，並以研究者自擬壓瘡認知測試進行前後測評量，主要評量壓瘡傷口分級與敷料選擇的正確性。此外於課程結束後，進行學員對授課講師與課程的滿意度及學員自評於課程前後對壓瘡之認知程度。研究結果：本研究經2年持續調整後，於2015年6月份舉辦第九場工作坊，學員（n=44）對講師及課程滿意度分別為94.7±8.2與97.6±2.6，且課程後學員對於壓瘡認知分數（滿分10分）也明顯的增加至7.4±1.3（P ≦.000）。結論：系統化的教學設計清楚釐清教學與學習目標，且以學員為出發點的教學設計更能貼近學習需求，並可作為日後課程規劃之參考。

關鍵字

壓瘡照護；系統教學設計；實作教學

並列摘要

Background and objective: Classroom teaching was the mainstream of traditional service education. This study tries to explore effect of systematic teaching method to elevate the knowledge and skills level for the nursing staff using pressure ulcer care model with questionnaires for the satisfaction about instructor and course were collected from students. Methods: According to the systematic design instruction proposed by Dick, Carey and Carey (2009); we developed the teaching program of pressure ulcer care included before and after cognitive self-evaluation tests for the students. Domain of evaluation included: the assessment of pressure ulcers wounds; knowledge of the dressing material; satisfaction about the instructor and curriculum and student self-cognitive assessment on the subject. Results were analyzed for evaluated effect of such program. Results: Forty four students participated the ninth workshops on Jun 2015. Satisfactory score(100 points) for the teachers and lecturers and program were 94.7 ± 8.2 and 97.6 ± 2.6. The pre and post- program knowledge and skill self-estimate cognitive test scores (10 points) significantly increased from 5.3±1.4 to 7.4 ± 1.3 (p ≦. 001). Conclusions: This teaching model helps teachers to clarify the teaching and learning goals and can be used as reference for future curriculum development.

並列關鍵字

pressure ulcer care ； instructional system design ； implementing teaching

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運用系統教學設計模式建構壓瘡照護實作教學課程

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