- 期刊
線上學習結合情境模擬急救教學課程於新進護理人員急救課程之成效探討
Effect of Simulated First-Aid Courses Combined with Online Teaching on the Learning Results of New Nursing Staff
摘要
背景與目的：線上教學影片與情境模擬教學等都是目前十分有效教學策略之一，主要讓學生發揮主動學習的意願，及強化課程參與度。本研究目的在比較運用數位學習結合情境模擬急救教學課程與傳統急救課程對新進護理人員急救課程的自信情形、知識與臨床反應之成效探討。研究方法：採準實驗研究設計，以方便取樣選取台灣北部某醫院新進人員為對象，分成控制組28人與實驗組30人，實驗組進行數位學習結合情境模擬急救教學課程共計授課4小時，控制組採傳統訓練模式共計授課7小時。研究結果：兩組前測臨床執行自信得分結果，發現兩組前測在能依程序正確操作點滴精密輸液幫浦有顯著差異（p＜.05）。兩組臨床執行自信後測結果發現兩組均無顯著差異（p＞.05）。實驗組前後測分數全部均達顯著差異（p＜.05），而控制組前後測分數全部亦均達顯著差異（p＜.05），兩組之急救課程的知識與臨床反應得分之比較分析結果，發現兩組均無顯著差異（p＞.05）。結論：傳統急救課程與數位學習結合情境模擬急救課程均能明顯改善新進護理人員之臨床執行自信情形，且兩組急救課程的知識與臨床反應學習效果均無差異。建議未來可採用數位學習結合情境模擬急救教學課程以減少授課時數，亦能達學習成效。本研究結果能提供給相關單位在未來辦理或推動新進護理人員急救課程的知識與臨床反應之參考。
並列摘要
Objective: Online teaching videos and simulated teaching are two of the most effective teaching strategies today because they stimulate students' learning desire and enhance their participation in class. This study combined digital teaching with simulated first-aid courses and offered such courses to new nursing staff. The confidence, knowledge, and clinical responses of the nursing staff studying these courses were compared with those studying conventional first-aid courses. Methods: This study adopted a quasi-experimental research design and employed a convenience sampling method to select new nursing staff from a hospital in northern Taiwan. The nursing staff were divided into the experimental group (30 participants) and control group (28 participants). The experimental group studied a simulated first-aid course combined with online teaching for a total of four hours, whereas the control group studied a conventional first-aid course for a total of seven hours. Results: Concerning clinical operation execution confidence, the pretest showed a significant difference between the two groups in terms of following the procedure to accurately operate an infusion pump, whereas the posttest showed no significant difference between the two groups. The pretest and posttest scores were significantly different for both the experimental and control groups. Regarding knowledge and clinical response scores, no significant differences were observed between the two groups. Conclusion: Both conventional first-aid courses and simulated first-aid course combined with online teaching significantly improved new nursing staff's clinical operation execution confidence, and nursing staff of both groups showed no difference in their learning outcomes of knowledge and clinical response. Thus, this study suggests that simulated first-aid courses combined with online teaching be provided in the future to reduce the number of teaching hours. The study results can be used by relevant units when promoting or organizing first-aid courses for new nursing staff to enhance their knowledge and clinical response in the future.