四技護理系學生學習困擾之因素分析

本研究旨在進行四技護理系學生學習困擾之因素分析，經文獻回顧及實地訪談10位93學年度國立台北護理學院四年制護理系師生所得的資料，將其謄寫為逐字稿後，續以內容分析歸類出學習困擾的因素，形成「學習困擾問卷」。再經內容效度、項目分析及信度分析，透過預試形成正式問卷，正式施測係以國立台北護理學院四年制護理系學生為研究對象，於94年10月17日至11月30日間，於學生班會時間，由研究者親至各班發放並回收問卷，共發出706份問卷，有效問卷共為596份，回收率為84.42%，續以正式施測樣本進行因素分析。本研究採用主成分分析法(Principal Component Factor Analysis)抽取因素，共抽取六項因素，分別命名為「負面教學回饋」、「不良的社會支持與溝通」、「學習適應不良」、「課業負荷太大」、「語文計算能力不佳」及「實習環境不佳」可解釋反應累積總變異量百分比為63.22%，各題項因素負荷量介於0.34-0.89之間，量表整體信度Cronbach α=0.94，本研究結果可提供後續研究之參考。

關鍵字

學習困擾；因素分析；護生；問卷

並列摘要

This study analyzed the factors affecting of learning difficulties in baccalaureate nursing students. In-depth interviews were conducted and a questionnaire was developed based on the results of the literature review. This investigation surveyed 706 baccalaureate nursing students in National Taipei College of Nursing. The pilot investigation comprised 145 questionnaires, of which 69.52% were returned. These questionnaires were analyzed based on expert content validity, item analysis, and reliability analysis. Usable responses from the main investigation sample were 596 (84.42%). The data were analyzed via factor analysis. Principle component factor analysis procedure was performed to determine the construct validity of the learning difficulty scale. The survey results found that the learning difficulties involved 40 factors and six main dimensions: negative feedback, poor social support and interaction, poor learning adjustment, course overload, poor mathematical or English skills, and poor clinical learning environment. The extracted squared loaded cumulative variance for the data was 63.22%. Moreover, the item loading for each item ranged from 0.34 to 0.89 and the Cronbach alpha was 0.94. Finally, based on the above results, the investigation makes suggestions regarding future research.