護理之養成教育乃依據學校辦學理念及科教育目標進行課程規劃,期望藉由專業及一般通識課程的設計,達成畢業生專業素質塑造,並達成各階段護理養成教育所期望之專業核心能力。本橫斷性研究設計,乃以台灣北部某專科學校護理科應屆畢業生為研究對象,進行畢業生現況與護理教育之回顧;主要目的在探討護理專科應屆畢業生專業素質培養對核心能力之影響。調查對象為2007年8月該校護理科各學制(含二年制、五年制及在職專班)共327位應屆畢業生,以「畢業護生專業素質與核心能力問卷」進行調查。問卷內容有關畢業護生專業素質能力,乃依據該校護理科辦學理念及目標訂定,內容包括專業應用(professional application)、自我覺察(self-awareness)、專業成長(professional growth)、專業認同(professional identification)、尊重生命(respect for life)及視野拓展(expanding horizons)等六個構面;專業核心能力則依據台灣護理評鑑委員會之護理專科學校學生核心能力訂定,可區分為專業課程及一般通識課程核心能力。研究結果發現專業成長、自我覺察、專業應用、尊重生命及專業認同等變項,可解釋畢業護生專業核心能力總變異量的68%,研究結果期望能提供護理專科學校各學制應屆畢業生現況與專業素質養成之建議,並為學校課程設計、資源配置及教學時之參考。
The school educational principle and the departmental educational objectives are the foundation of nursing education. Consequently, it is anticipated to achieve professional aptitude and quality for nursing students before graduation through the appropriate curriculum design of both professional and general courses. Therefore, the purpose of the cross-sectional study was to investigate the effects of professional aptitude on core competence of nursing graduating students. Three hundred and twenty-seven nursing graduating students were selected (including two-year, five-year and on the job programs) from a junior college in northern Taiwan. The study was conducted and completed in three stages: selecting appropriate research tool, validity and reliability assessment, and data collection. The instrument, ”Scale of Nursing Professional and Aptitude”, was developed through the educational objectives of the nursing department of the target school which included selfawareness, professional growth, professional identification, respect for life, expanding horizons and professional applications. The results showed that professional growth, self-awareness, professional application, respect for life, and professional identification were major predictors of core competence, which accounted for 68% of the total variance. The results offer implications for junior nursing related colleges on professional aptitude of nursing graduating students with regard to curriculum design, resource allocation and teaching methods.
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