建構慢性病診所之衛教師職能, 以病患觀點, 談兩者的落差與改進之道

Building the educators’ competence at chronic clinics A discussion about the gap and the solution between the educators’ competence and the patients’ illness from the patients’ perspective

周西娟(Hsi-Chuan Chou)

指導教授 ： 李弘暉

元智大學/管理學院/管理碩士在職專班/碩士(2012年)

摘要

慢性病衛教師的衛教職能攸關著慢性病患病情的控制，研究者觀察每位取得合格衛教師認證之衛教師所展現的職能面向強弱不同，影響病患接受衛教指導後之遵囑程度也不盡相同及病患再接受衛教指導的意願。在基層診所有限之衛教師人力資源的運用與配置上，如何招募到適合院所文化的衛教師人選，加以培訓、降低合約期滿之離職率，進而提升與改善慢性病照護品質。
本研究旨在透過文獻探討、專家訪談及問卷調查等研究方法探討慢性病診所衛教師職能模式的發展，包含三個階段（一）衛教師職能模型建構、（二）衛教師職能重要度認知、（三）衛教師職能模型應用提案。各階段的研究結果：
一、衛教師職能模式建構
衛教師職能模型建構包含三個群組，專業技能群組有四個職能項目、概念化技能群組有三個職能項目、人際技能群組有八個項目，明確的一一描述各項職能的定義與關鍵行為。
二、衛教師職能重要度認知
透過衛教師職能模型重要度問卷調查，了解個案診所院長、衛教師及主管、病患觀點對衛教師職能的落差，需藉由重新分配在職教育時間、確認衛教師衛教模式來改善落差程度。
三、衛教師職能模型應用提案
依建置模型之使的應用規劃，首先應用在教育訓練與發展。提案包括發展衛教師職能評量、擬訂教育訓練與發展計畫。
本研究亦進一步指出研究限制，及對個案診所與其他研究者提供實務上的建議。

關鍵字

職能 ； 衛教師 ； 衛教師職能 ； 病患觀點

並列摘要

The educators’ competence relates to the control of the chronic patients’ illness. In this study, the researcher observed the different competence of each educator who had been verified as qualified, the different obedient degree of each patient who had received the education, and the willingness of the patients to be re-educated. Because of the limited human resource of the educators in a basic clinic, it is important to learn how to recruit the appropriate educators for the clinic culture. By adding proper personnel training and decreasing the rate of leaving by the due time of their contract, the caring quality could be boosted and improved gradually.
This study aims to analyze the development of the model of the educators’ competence at chronic clinics by literature review, expert interview, and questionnaire survey. The development includes three stages: building the model of the educators’ competence, recognizing the importance of the educators’ competence, and the application of the educators’ competence model.
I. Building the model of the educators’ competence
Building the model of the educators’ competence includes three groups. There are four competence items in the group of professional skills, three in the group of conceptual skills, and eight in the group of interpersonal skills. They all clearly define each competence and its key behavior.
II. Recognizing the importance of the educators’ competence
Through the questionnaire survey about the importance of the educators’ competence model, the different perspectives of the principle of the clinic in this case, the educators, the managers, and the patients were understood. To narrow the gap among the different groups, it is necessary to reallocate time on the job training and ensure the educational mode of the educators.
III. The application of the educators’ competence model
According to the purpose of the educators’ competence model, this model is applied to the educational training and development firstly. The proposal includes developing the evaluation of the educators’ competence, drafting the educational training, and developing the plans.

This study further indicates the research limitation and proposes some practical suggestions to the case clinic and other researchers.

並列關鍵字

Competence ； Educator ； Educator's competence ； Patient's perspective

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