- 學位論文
探討社會支持與台灣中部大學護生自我導向學習之相關性
Explore the association between social support and self-directed learning among university nursing students in central Taiwan
摘要
前言: 隨著醫療環境改變與進步下，目前醫療服務業已經演變成一種多元化、資訊化與國際化的產業，而護理的專業本身就是一種高度壓力的工作，其中護理人員的流失一直是持續被關注的議題，根據研究顯示自我導向學習是一種持續及有效率的學習行為過程且能真正協助學習者在真實的社會情境中進行獨立學習。此外在此學習過程中若能強化及了解個人的社會支持，除了能得到保護緩衝與必要性的協助外，亦能加強其自我導向學習的能力。故本研究針對社會支持與台灣中部大學護生自我導向學習之相關性加以探討。 方法: 本研究採用描述性相關性研究設計，以立意取樣方式，以中部某醫學大學護理系大二與大四的護生為研究樣本。本研究之自變項為社會支持來源，包括同儕支持、師長支持、家人支持、工具支持；依變項為自我導向學習，包括學習動機、規劃和實施、自我監控、人際溝通；控制變項為護生個人屬性資料（年齡、性別、教育程度、實習經驗）。資料分析採用SPSS/PC 18.0版統計套裝軟體整理與分析，並以次數分配、百分率、平均數、標準差、獨立t-檢定、單因子變異數分析（One-Way ANOVA）、Scheffe事後比較分析及Pearson相關分析、複迴歸分析等方式進行統計分析。 結果: 本研究樣本共124人，年齡均為19-23歲，研究結果發現社會支持對於自我導向學習的整體平均數得分為中上程度，在社會支持來源中以得到同儕支持最多；其次為工具支持，在自我導向學習能力方面以人際溝通表現最佳，而大學護生不同之屬性與社會支持及自我導向學習能力之差異，以社會支持總分方面來看，只有性別方面，呈現女性高於男性(p<0.01) 。在自我導向學習能力方面，亦是在性別方面，呈現女性高於男性( p<0.05)，其餘變項在社會支持總分及自我導向學習能力總分上呈現無顯著差異。而社會支持對於自我導向學習上是具有相關性，且以社會支持中之同儕、師長、家人支持為主要之相關性支持。 結論:社會支持對於自我導向學習是有正向幫助的效果，本研究之結果可提供大學護理系教師與家長做為了解護生學習現況的資料之一，此外，並可推廣社會支持對護生學習上的重要性，也鼓勵師長與家人多了解護生在學習上不同的需求，並藉由師長與家人的協助下更能增進自我導向學習的能力。
並列摘要
Introduction: With changing and progressing in medical environment, medical services have become a multidimential, informatics, and international industries. Nursing profession itself is a high stressful work. The high turnover rate in nursing profession is still a highly concerned issue. Several research indicated that self-directed learning is a consistent and effective behavior learning process, and it could assist learners independently learning in the real social environment. In addition, if individuals can strengthen and understand their social support in the learning process, they can not only receive protective buffer and necessary assistant, but also strengthen their self-directed learning ability. Therefore, the purpose of this study is to explore the association between social support and self-directed learning among university students in middle Taiwan. Methods: This research applied the descriptive correlational research design with purpose sampling. Participants were recruited from medical university sophomore and seniors students in nursing. The independent variable of this research was social support, which included peer support, teacher support, family support, and instrumental support. The dependent variable of this research was self-directed learning, which included motivation, planning and implementation of self-monitoring, and interpersonal communication. The control variables of this research were individual demographic data, which included age, sex, educational levels, and practical experience. SPSS/PC 18.0 was applied for data analysis. Results: One hundred twenty-four participants were included in this research. The age the participants ranged from 19 to 23. The research result indicated that most social support resource was gained from peer support. The interpersonal communication subscale presented the highest scores in self-directed learning. In addition, there were significant correlations between social support and self-directed learning (p< .01). Conclusion: Social support has been verified to be associated with self-directed learning. The results of this research can help teachers and parents to understand the learning conditions among university nursing students. Furthermore, it is essential to address the benefits of social support to learning in nursing students. Teachers and parents are encouraged to pay more attention to different learning needs among nursing students to improve their ability of self-directed learning.