應用情境模擬教學增進多元文化知能之成效與評價

The Evaluation of Situated Simulation Teaching Strategies to Increase Cultural Competence

王祐琳(Yu-Lin Wang) ； 楊詠梅(Yung-Mei Yang)

《台灣擬真醫學教育期刊》 7卷1期 (2020/06) Pp. 14-29

https://doi.org/10.6582/JTSSH.202006_7(1).0002

摘要

背景目的：多元文化教育隨著國際互動頻繁、人口流動快速而日趨重要，提供新移民文化適切的健康照護成為醫護教育的重要議題，情境教學（Situate Teaching）強調在模擬（Simulation）的環境下學習，仿真的學習環境可以減少學生在臨床上文化休克的發生。因此，本研究目的在正式教育課堂中，應用情境模擬教學增進醫護學生多元文化知能以及成效之評價。研究方法：本研究採用立意取樣、「單組前後測」之量性研究設計，執行情境模擬教學的之介入措施，利用問卷調查法於課程介入前、結束後進行。工具為「文化敏感度量表」、「文化能力量表）」、以及「人口學基本資料表」。研究結果：共48位參與者，前測文化敏感度介於中等程度，得分最低的為「與不同文化背景的人接觸時，我有把握能與他們有良好的互動」，後測文化敏感度於偏高程度，且達統計上顯著差異（t（39）=-5.05，p=.000），表示介入後醫護學生之多元文化敏感度有顯著差異。「文化能力量表」前測顯示「文化能力較低」。最低分為「我熟悉與健康、疾病相關的跨文化之知識」，課程介入後為「具文化能力程度」，且達統計上顯著差異（t（39）=-4.28，p=.000）。結論：情境模擬教學使學生不用出國或轉換文化場域，即可增加文化敏感度及文化適切性的照護技能，期能成為日後醫護教育的重要教學策略。

關鍵字

情境擬真教學 ； 文化照護能力 ； 文化敏感度

並列摘要

Background and purpose: International population flows are fast and increasingly in Taiwan. Providing culturally appropriate health care for new immigrants has become an important issue in medical education. The simulation learning environment can reduce the occurrence of cultural shock in the clinical setting of students. The purpose of this research is to apply and evaluation the situational simulation teaching in formal education classrooms that to improve the of medical students' multicultural competence. Method: This study adopts the quantitative research design of ＂single-group pre-test＂ and ＂single-group pre-test＂, and implements the intervention measures of situational simulation teaching, using questionnaire survey method before and after the course. The tools are ＂Cultural Sensitivity Scale＂, ＂Cultural Ability Scale＂, and ＂Basic Demographic Data Sheet＂. Results: A total of 48 participants participate in this study. The pre-test cultural sensitivity is at a moderate level, and the lowest score is ＂When contacting people with different cultural backgrounds, I am sure I can interact with them well.＂ The post-test cultural sensitivity is relatively high and has a statistically significant difference (t (39)=-5.055, p=.000), indicating that there is a significant difference in the multicultural sensitivity of medical students after intervention. The pre-test of the ＂Cultural ability scale＂ showed ＂lower cultural ability＂. The lowest score is ＂I am familiar with cross-cultural knowledge related to health and disease＂. After the course was involved, ＂cultural competence＂, and there is a statistically significant difference (t (39)=-4.28, p=.000) Conclusion: Situational simulation teaching enables students to increase cultural sensitivity and culturally appropriate nursing skills without going abroad or changing cultural fields. It is expected to become an important teaching strategy for medical education in the future.

並列關鍵字

Situational Simulation Teaching ； Cultural Competence ； Cultural Sensitivity