應用混成式團隊導向學習法於醫護教育之教學成效：以照顧管理課程為例

長期照護個案問題複雜性高，需透過跨專業合作整合服務資源，以提供符合個案需求之照顧服務，因此提升照顧管理人員的團隊合作與問題解決能力相當重要。本研究目的是探討以混成式團隊導向學習介入照顧管理課程，對提升學生在團隊合作與問題解決能力之成效。採單組前後測設計，以方便取樣方式招募北臺灣某科技大學共81位學生參與，以質量並行之混合研究法收集資料，研究工具包括個人及團隊準備度測驗、問題解決及團隊合作能力評估表與課後反思回饋單。結果顯示，團隊準備度測驗平均分數顯著高於個人準備度測驗，問題解決能力及團隊合作能力後測分數顯著高於前測。學生對課程感受表示，進行團隊導向學習更能學習表達與尊重不同聲音，反思自身專業的不足，並提升學習動機與成效。課程收穫包含能瞭解跨專業的不同觀點、提升團隊合作能力與專業信心，並能將所學延伸應用於職場及更能面對未來實務挑戰。

關鍵字

問題解決能力；照顧管理課程；團隊導向學習；醫護教育

並列摘要

The complexity of long-term care cases requires interdisciplinary cooperation and integration of service resources to provide care services that meet individual needs. Therefore, it is important to improve the teamwork and problem-solving skills of care managers. The purpose of this study was to investigate the effect of a blended team-based learning applied to a care management course in enhancing students' teamwork and problem-solving skills. A one-group pre-test-post-test design was adopted. A total of 81 students from a university of science and technology in Northern Taiwan were recruited to participate in this study by convenience sampling. Data were collected using quantitative and qualitative parallel mixed methods research. The results showed that the mean score in the team readiness assessment tests was higher than the individual team readiness assessment tests with a significant difference. The post-test scores for problem solving and teamwork were significantly higher than the pre-test scores. Regarding their perceptions of the course, the students said that team-based learning helped them learn to express and respect different voices, reflect on their professional shortcomings and enhance their motivation and effectiveness. The benefits of the course include clarifying the differences in thinking between disciplines and enhancing teamwork competence and professional confidence. The students report that they can apply what they have learned to extend their application to the workplace and be better prepared for future practical challenges.

並列關鍵字

Problem-Solving Competence ； Care Management Course ； Team-Based Learning ； Health Care Education

參考文獻

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