運用客觀結構式臨床技能測驗結合翻轉教學於護理課程之教學成效探討

Effects of Implementing the Objective Structured Clinical Examination with Flipped Classroom in a Nursing Course

劉莉妮(Li-Ni Liu) ； 汪慧鈴(Huey-Ling Wang) ； 邱月娥(Yueh-Er Chiou) ； 馮容芬(Rung-Fen Feng) ； 張嘉娟(Chia-Chuan Chang)

《台灣擬真醫學教育期刊》 6卷2期 (2019/12) Pp. 4-14

https://doi.org/10.6582/JTSSH.201912_6(2).0001

摘要

背景與目的：本研究旨在探討護理課程運用客觀結構式臨床技能測驗結合翻轉教學之教學成效。研究方法：本研究針對2017年至2018年於某大學研修內外科護理學實習課程之107位護理系學生，拍攝護理技術教學影片，引導學生於實習前先線上自學及自我練習與6小時團體課室技術演練後，接受客觀結構式臨床技能測驗（OSCE）及回顧檢討。本研究以自擬問卷調查學生對OSCE感受並檢視學生OSCE測驗及實習表現成績以評值教學成效。研究結果：學生平均OSCE得分為75.55，通過率為87.78%，本研究回收106份有效問卷，問卷採5分計分法，結果顯示OSCE滿意度為4.14分，OSCE效益為4.30分，One sample t test顯示OSCE滿意度和效益的所有評值題目得分均顯著高於3.5分檢定值（p ＜ .01），高達93.8%的學生建議續辦OSCE。學生OSCE得分與臨床實習表現得分之間具有顯著正相關（r =.47, p ＜ .001.）。學生質性意見顯示OSCE有助於進入醫院實習前促進學習、熟練技術。結論:客觀結構式臨床技能測驗結合翻轉教學有助於促進護理學生實習前自我學習及建構專業技術能力。本研究的教學模式可供護理教育者改善護理教學之參考。

關鍵字

客觀結構式臨床技能測驗 ； 翻轉教學 ； 教學成效

並列摘要

Objective: This study aimed to evaluate the effects of implementing the Objective Structured Clinical Examination (OSCE) with Flipped Classroom (FC) in a nursing course. Method: This study was conducted with 170 nursing students taking ＂medical-surgical nursing clinical practice＂ course at a university from 2017 to 2018. Before clinical practice, students were guided to preview skills videos, self-practice and participate in a 6-hour group practice activity. Following the practice, the OSCE was implemented and a group debriefing was provided after the OSCE. Students' perceptions about the OSCE, OSCE scores and clinical practice performance were examined to evaluate the teaching outcomes. Results: The mean OSCE score was 75.55 and the passing rate was 87.78%. The 106 valid surveys indicated that with 5-point Likert scale, the overall satisfaction with OSCE was 4.11; and the overall benefit of OSCE was 4.30. One sample t test showed that each mean score of the items for OSCE satisfaction and benefits was significantly higher than 3.5, the accepted mean for 5-point Liker scale (p ＜ .05). The suggestion rate for continuously implementing the OSCE was 93.8%. Students' OSCE score was significantly correlated with their clinical practice performance (r =.47, p ＜ .001). Students' comments indicated that OSCE could foster students to learn and practice skills prior to clinical practice. Conclusion: Applying the OSCE and FC prior to clinical practice could help nursing students engage in self-directed learning and develop professional skills. This teaching model could provide nursing faculties with a reference to improve nursing education.

並列關鍵字

OSCE ； Flipped Classroom ； Teaching Outcome