問題導向學習評量表之建構

護理是一門應用科學，為適應並生存於現代千變萬化的醫療環境，護理教育必須所變革，而強調主動學習、批判性思考及終身學習的問題導向學習（PBL）為最佳的可行方式之一。但在全面推廣問題導向學習，應先有良好的中文測量工具。因此，研究者的研究目的為建構「問題導向學習評量表」，主要採問卷調查法，將翻譯好的量表先請30名護理學系同學進行預試，接著再以護理學系的學生為對象，依據題數及量表設計的概念，收集410位個案數以建構量表的效度，之後再以量表的十分之一，即50位同學，進行再測信度的部份。經因素分析歸納後第一個構面(包含自我導向學習量表及批判性思考量表)兩部分，得到二個因素，分別為自我導向學習能力(10題)、批判性思考能力(10題)，可解釋的變異量為57.828%；第二個構面為實作量表的部份，得到三個因素，分別為獨立學習能力(8題)、團體互動及參與能力(7題)、推理技巧能力(9題)，三個因素可解釋變異量為61.273%，顯示本量表有良好的建構效度。總量表與Tutotest量表之相關係數為 .42，有顯著的相關（p<.01）。總量表的信度Cronbach’sα值為.97，各分量表的Cronbach’sα值皆達.90以上，表示量表內在一致性良好；而兩週後的再測信度以類組內相關係數(ICC)表示，再測信度為 .93，各分量表的再測信度為.88-.93之間，顯示總量表兩週再測信度良好。本研究「問題導向學習評量表之建構」，可作為日後研究和問題導向學習施測評估的工具，以適當評量學習者的自我導向學習、批判性思考、獨立學習、團體互動及參與、推理技巧等問題導向學習之能力。

關鍵字

問題導向學習；護理教育；量表建構

並列摘要

Nursing is an applied science. To keep up with the rapidly changing medical landscape, nursing education must be changed. One recent international trend has been toward the increasing adoption of problem-based learning (PBL). However, in order to promote comprehensive problem-based learning, it should be have a good Chinese measuring tool. In the first stage, we develop of a “Problem-Based Learning Evaluation Questionnaire”(PBLEQ). A convenience sample consisted of 30 nursing students was used in the pilot study to examine the reliability and validity of PBLEQ. A convenience sample consisted of 410 nursing students was drawn to construct validity. About one tenth of the sample (50 nursing students) was then drawn to test the reliability. The constructed validity of PBLEQ was examined by factor analysis. The PBLEQ includes 44 items. The fist domain students performance in PBL tutorial sessions questionnaire containing self-directed learning scale and critical thinking scale is divided into two dimensions: self-directed learning (10 items) and critical thinking (10 items). These two factors account for 57.8% of the total variance. The second domain containing Student Performance in PBL Tutorial Sessions Questionnaire is divided into three dimensions: independent study (8 items), group interaction and active participation (7 items), and reasoning skills (9 items). These three factors account for 61.3% of the total variance. The construct validity is good. The correlation coefficients between Tutotest scale and the total scale is 0.42 (p<0.1). The Cronbach’s α of PBLEQ is 0.9 and intraclasses correlation coefficient for test-retest reliability is 0.93. The results of this study could be a measurement tool of further research and clinical assessment. They could help nurses understand the self-directed learning, critical thinking, independent study, group interaction and active participation, and reasoning skills in the nursing clinical practice.