運用擬真情境教學法提升新進護理人員交班之學習成效探討

背景與目的：交班是護理人員每日例行且重要的工作，本研究運用擬真情境教學法指導第二個月新進護理人員，以客觀結構式臨床技能測驗來評值教學成效，進而達到改善交班之溝通與安全。研究方法：2017年6月符合第二個月之新進護理人員為擬真OSCE教案介入之實驗組，7月報到新人以現有傳統課室教學為對照組，以獨立t檢定比較兩組學員在方案介入前後知能與能力自信度之差異，另以成對樣本t檢定比較實驗組與對照組各在知能、能力自信分數上的差異。研究結果：介入後二週學習成效，知能面的平均得分別為94.00分（實驗組）與85.50分（對照組），呈現顯著差異，且實驗組於教案介入後的第四週，追蹤「交班能力自信度」，從教師評值及學員自評的結果皆有增加。導入擬真教學成效發現實驗組知能平均成績從89分上升至94分，且技能及態度自信均達顯著差異。顯示擬真情境教學法於護理交班，不僅可提升學員的知能，在技能及態度的自信度上也同步提升。結論：交班是護理師每日需執行的重要工作之一，藉由擬真情境的教學策略與OSCE評量交班技能，此教學法增加學員對交班的自信心，並作為輔導新進人員及單位間交班技巧改善之依據，實在難能可貴。

關鍵字

護理交班；客觀結構式臨床技能測驗；擬真情境教學

並列摘要

Objectives: Shift handovers are an important aspect of the nursing staff's daily routine and responsibility. This program involves new nursing staff in their second month of Nurse Post Graduate Year (NPGY) taught with the simulation teaching method. The purpose of this study is to explore the teaching effectiveness of using simulation training with objective structured clinical examination (OSCE) to improve the communication and safety of shift handovers. Methods: New nursing staff who met the two-month requirement from June 2017 were selected as the experimental group and underwent the simulation with OSCE teaching method. New nursing staff enrolled from July were in the control group and underwent traditional classroom teaching. An independent sample t-test was used to compare the difference in knowledge, ability and self-confidence between the two NPGY groups. In addition, a paired sample t-test was used to compare the differences in knowledge, ability, and self-confidence between the experimental and control groups. Results: After two weeks, the average score for knowledge was 94 (experimental group) and 85.5 (control group); the difference is statistically significan. In the fourth week, the ＂self-confidence in handover ability＂ of the experimental group was monitored, and the results of the preceptors' evaluation and new nursing staff's self-evaluations both increased. The results also showed that the experimental group that underwent simulation training with OSCE had an increase in average scores between the evaluations performed before and after the program. The scores increased from 89 to 94, and there were significant differences in ability and self-confidence. These results demonstrate that the implementation of the simulation with OSCE for shift handover training not only improves new nursing staff's knowledge and ability, but also boosts their overall self-confidence. Conclusions: Shift handovers are one of the most important tasks performed by nurses everyday. The implementation of simulation with OSCE as a teaching approach provides a way to evaluate shift handover knowledge and ability, observe the medical record review patterns of nursing staff, and evaluate the correctness and completeness of handover. The evaluations can be used as a basis for additional training to help new nursing staff further improve their handover ability. Furthermore, the program is a valuable approach to enhance the self-confidence of new nursing staff during shift handovers.

並列關鍵字

Shift handover ； objective structured clinical examination (OSCE) ； simulation teaching

被引用紀錄

巫祈明、黃明月、許云菁、李心瑜、吳素蘭、王琦（2023）。提升手術團隊執行腹腔溫熱化療防護安全正確率。腫瘤護理雜誌，23(1)，37-51。https://doi.org/10.6880/TJON.202306_23(1).04

張綺芸、吳紹歆、洪麗玲、王素秋、黃惠美（2022）。運用客觀性結構式臨床技能測驗（OSCE）評量新進護理師管路照護技能與信心－胸腔引流護理為例。榮總護理，39(3)，222-232。https://doi.org/10.6142/VGHN.202209_39(3).0001

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運用擬真情境教學法提升新進護理人員交班之學習成效探討

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