- 學位論文
運用建構式教學策略介入探討臨床前護理系學生對原住民族文化照顧能力之成效
Investigating the Effectiveness of Constructivist Teaching Strategies on Preclinical Nursing Students' Cultural Competence in Indigenous Care
摘要
在臨床上，尊重原住民族的文化並提供符合他們文化特色的醫療照護，成為醫事人員的核心訓練目標。客觀結構化臨床測驗（Objective Structured Clinical Examination，（OSCE））為一種標準化、客觀且一致的方式，旨在評估學員的臨床技能，同時能增進他們的自我學習能力與正面態度，以期達到提供更 優質的健康照護。本研究的目的是探討原住民族文化照護能力建構式教學對臨床前護理系學生學習成效的影響。利用類實驗設計，選取中部某國立大學的臨床前護理系學生作為研究對象，總計 72 人參與。研究開始前，使用「文化照顧能力調查量表」及「基本人口學」進行前測。對照組接受文化照顧能力課室教學，而實驗組則接受文化能力建構式教學，並於課程結束後一週內進行客觀結構化臨床測驗。兩組均在課程結束後接受後測。使用 SPSS 25.0 進行資料分析。研究結果顯示，兩組學員在介入前於原住民族文化的整體照顧能力上存在顯著差異，從平均來看，對照組的表現優於實驗組。然而，於後測階段，整體文化 照顧能力的 t 檢定結果（t = 4.26，p < .001）顯示兩組學員在介入後的表現存在顯著差異。此外，原住民族文化照顧能力的各層面中，「態度」（t = 3.77，p< .001）、「技能」（t = 3.70，p < .001）和「知識」（t = 4.23，p < .001）的 t 檢定結果同樣達到顯著水準，表明兩組學員在介入後的各方面表現均存在顯著差異。透過平均數可以看出，實驗組在這些方面的表現均優於對照組。由於對照 組學員在介入前的表現較佳或無差異，因此可以確定研究介入對學員在原住民族文化各方面的照顧能力上具有良好的成效。 建構式教學策略能夠有效提升臨床前護理系學生在原住民族文化合適性照顧方面的知識、態度及技能，進而為原住民族提供更友善且符合其文化特色的醫療服務。這些結果表明，這種教學策略不僅能提升學員的專業能力，還能改善他們在臨床實踐中的自信心和效能感。 未來建議將文化合適性教學策略運用在臨床醫事人員的培訓中，讓原住民族能在更加舒適的醫療環境中就醫，以減少健康照護的不平等和健康差距。這樣的策略能夠促進醫療環境的改善，提升原住民族的就醫滿意度，並在整體上提升醫療服務的質量。
並列摘要
In clinical practice, respecting the culture of Indigenous peoples and providing culturally proper healthcare has become a core training goal for medical personnel. The Objective Structured Clinical Examination (OSCE) is a standardized, objective, and consistent method designed to assess students' clinical skills while enhancing their self-learning capabilities and positive attitudes, ultimately aiming to provide better quality healthcare. The purpose of this study is to explore the impact of a constructivist teaching approach on the cultural care competence of preclinical nursing students about Indigenous cultures. Utilizing a quasi-experimental design, preclinical nursing students from a national university in central Taiwan were selected as subjects, with a total of 72 participants. Before the study began, the "Cultural Care Compe-tence Survey" and "Basic Demographics" were used for the pretest. The control group received classroom teaching on cultural care competence, while the experimental group received constructivist cultural competence teaching. OSCE was conducted within a week after the course ended, and both groups took a post environment, increase patient satisfaction among Indigenous populations, and overall enhance the quality of healthcare services