國民中小學學校護理人員繼續教育介入在專業核心素養之效果研究

提升專業素養有助於勝任實務工作，因此本研究目的在探討繼續教育介入對學校護理人員專業核心素養健康照護、管理、溝通協調及合作、創新與研究、自我成長之成效。採準實驗雙組重複設計，實驗組86人，接受6小時的「專業核心素養繼續教育計畫」課程及網路平台3個月資源學習，對照組86人則未提供任何教育介入。於介入前，兩組皆實施前測，作為學習評量之基礎。教育介入完成後立即實施後測，以了解教育介入之立即性效果，並於三個月後進行後後測，以了解延宕效果。資料之統計與分析以SPSS23.00中文版進行分析，分析方法包括描述性統計（人數、百分比、平均值、標準差）與分析性統計（卡方檢定、廣義估計方程式分析）。在進行廣義估計方程式分析，以健康照護、管理、溝通協調及合作、創新與研究、自我成長為依變項進行分析。結果顯示：立即效果方面，實驗組在專業核心素養健康照護、管理、溝通協調及合作、創新與研究、自我成長方面明顯優於對照組，即繼續教育在學校護理人員改善專業核心素養健康照護、管理、溝通協調及合作、創新與研究、自我成長方面具有立即的效果；但是延宕效果只有知識及自我成長有顯著差異。依據結果，建議教育、衛生主管單位與學校護理專業團體規劃學校護理人員專業素養繼續教育及工具發展，提昇學校衛生護理專業能力，帶動對師生照護的新視野。

關鍵字

繼續教育；學校護理人員；專業核心素養

並列摘要

Improving professionalism helps to be competent in practical work, the purpose of this study was to investigate the effects of continuing education on school nurses’ professional core literacy of health care, management, communication, coordination, cooperation, innovation, research and self-growth. A quasi-experimental design, 86 subjects for the experiment group, the experimental group, participate a 6 hours of professional core literacy continuing education program and 3 months of network platform learning, 86 subjects for the control group had no any programs. Before the program, pretest was conducted which establish the baseline data to compare in two groups. After this program, posttest was conducted which to understand the immediate effect. After 3 months, post posttest was conducted which to understand the delay effect. Data was analysized by SPSS 23.00 Statistical analyses. Statistics methods included descriptive statistics (number, percentage, mean, standard deviation) and analytical statistics (chi-square test, Generalized Estimating Equation). In proceeding GEE, health care, management, communication, coordination, cooperation, innovation, research and self-growth as dependent variables.The results showed there were immediate effects on health care, management, communication, coordination, cooperation, innovation, research and self-growth, and the experimental group were significantly better than the control group, but only knowledge and self-growth had significant difference on delay effects. Based on the results, suggesting competent authority of education and health and professional group of school nurses, planning school nurses' professional literacy continuing education and tool development, improving professional competence of school health care and driving the new vision.