不同個人背景之呼吸治療師對繼續教育課程設計需求之差異性探討

Variation in Needs of Continuing Education Curriculum Design among Respiratory Therapists with Different Background

高毓秀(Yu-Hsiu Kao) ； 蔡熒煌(Ying-Huang Tsai) ； 王淑慧(Shu-Hui Wang)

《呼吸治療》 7卷1期 (2008/01) Pp. 31-45

https://doi.org/10.6269/JRT.2008.7.1.03

摘要

本文旨在了解呼吸治療師對繼續教育課程設計需求的現況，並探討不同背景因素之呼吸治療師對繼續教育課程設計需求的差異情形。研究設計爲橫斷式調查研究，以領有呼吸治療師證書、目前實際從事臨床照護工作者且同意參與本研究調查之呼吸治療師爲研究對象，採用比例分層抽樣，隨機選取臨床呼吸治療師326人，回收問卷314份。研究工具包括個人基本資料與「呼吸治療師繼續教育課程設計需求量表」。以次數分配、百分率、平均值、標準差及卡方考驗檢定等統計方法進行資料分析。結果顯示：(1)大多數呼吸治療師喜歡繼續教育形式爲學術研討會和專題演講；喜歡的教學方法爲講授加討論；(2)對非學會所辦的繼續教育而言，多數呼吸治療師喜歡週一至週五、9點至11點間、以1小時爲宜、在工作方便的地點舉辦；而學會所辦的繼續教育，則多數呼吸治療師喜歡週六、時間長度爲8小時、且在交通方便地點舉辦；(3)繼續教育課程設計需求會因教育程度、工作年資、證照取得與工作場域等個人背景因素之不同而不同；(4)專技特考取者較喜歡個案報告及網路學習的舉辦形式，而專科畢業及工作年資小於10年者較喜歡觀摩教學的教學方法。研究結果，可做爲未來呼吸治療師繼續教育課程設計之參考。

關鍵字

呼吸治療師 ； 繼續教育 ； 課程設計

並列摘要

The purpose of this study was to understand the needs of the continuing education curriculum design for the respiratory therapists, and to investigate variation in the needs of continuing education curriculum design among respiratory therapists with different background. The study design was a cross-sectional study. The subjects must have national respiratory therapist licences, and keep clinical practice recently. They all signed agreement sheet for the study. Proportionally stratified sampling was used, and 326 subjects were randomly included initially and final completed rate was 96.32% (314 effective samples).The study instruments included personal background data and questionnaire for curriculum design need in continuing education for respiratory therapists.
The questionnaire results were analyzed with descriptive analysis and Chi square test for difference analysis. The results were listed as follows: (1) The education styles most respiratory therapists favored were the academic seminars and the lectures on specific topics; and their favored teaching method was the teaching lecture with discussion. (2) For continuing education curriculums held by other institutions, the time schedules most respiratory therapists liked were Monday to Friday, at 9Am to 11Am, within 1 hour, and the meeting place near their working places. For those held by respiratory therapist association, the time schedules most respiratory therapists liked were Saturday, within 8 hours and easily available places in traffic. (3) The needs of continuing education curriculum design were also different in respiratory therapists with different education levels, work experiences, certification and workplaces. (4) The respiratory therapists who got their licenses by special technique examination preferred case report and e-learning. Technical college graduates with less than ten year work experiences preferred teaching lecture with observation method. We sincerely hope the findings of the study can provide useful reference for the continuing education program design to respiratory therapists.

並列關鍵字

Respiratory therapists ； Continuing education ； Curriculum design