護理新人的管路照護模組課程之混成式學習成效

傳統護理新人訓練藉由課堂解說與資深護理師臨床指導，來學習照護病人各種維生管路的方式可能並不足夠，混成式學習為利用翻轉教室數位學習與課室討論的雙軌學習模式，本研究希望評估混成式學習方式對於照護病人管路的學習品質與學習成效。本研究是一個隨機控制性研究，從2015年9月至11月共收案66位新進護理師，以院區為單位隨機分派至接受傳統護理新人訓練（控制組）或混成式學習方式組（實驗組），並使用具有信、效度問卷來進行前、後測測驗。結果顯示，在混成式學習組，護理師在病人安全、知識、管路照護、臨床思考決策、技術能力都有顯著較優良的表現，學員不僅能向資深護理師學習臨床經驗，並能由臨床問題討論過程學習實證知識。混成式學習模式經由線上學習課程學習基礎知識，並進一步在小班課堂上討論實證臨床問題，利用模擬針對特殊臨床情境加以學習，是比傳統護理新人訓練課程有效的學習方式。

關鍵字

護理新人；管路照護；混成式學習；翻轉教室；學習成效

並列摘要

Indwelling tubes and catheters, such as Foley, nasogastric or tracheostomy tube, are common clinical procedures. The traditional nursing orientation program (TOP) which begins by lecturing and clinical mentoring by senior nurses might not be enough. Blended learning is an education program that combines flipped online e-learning and traditional classroom methods. This study aimed to evaluate a blended-learning program (BLP) on improving the quality and effectiveness of the care of indwelling procedures. We adopted a randomized controlled trial in this study where new nurses were randomly assigned to be trained by either TOP or BLP. The BLP group went through seven online videos course, in-class problem-based learning discussion and practicing on mannequins. We used valid and reliable pre-post questionnaires to evaluate the effectiveness of the BLP. A total of 66 new nurses were included from 2015/9 to 2015/11 in the Taipei City Hospital. Differences in pre- and post-BLP scores on patient safety, knowledge, catheter care, critical thinking, technical ability and indwelling skills among the new nurses were significantly higher than those having the TOP. The new nurses learn not only from their mentors but also from evidence-based clinical problem studies. The blended learning model provides new nurses to learn basic concepts and methods by watching online videos before attending the problem-based learning discussion class. During the class, new nurses participate in the simulated patient care scenarios within a specific clinical situation and learn from peers and experienced nurse educators. These are more effective than classic training program.

並列關鍵字

new nurses ； tube care ； blended learning ； flipped classroom ； effectiveness of learning

被引用紀錄

鄭雅方、蘇郁婷、江慈慧、鄭碧芬、陳繪竹（2024）。運用跨團隊照護模式降低失禁性皮膚炎發生率之方案。高雄護理雜誌，41(1)，61-74。https://doi.org/10.6692/KJN.202404_41(1).0005

許華娟、顏玉雯、蔡雅雯、盧幸茹、朱翠萍（2023）。提升外科加護病房葉克膜照護完整率。新臺北護理期刊，25(1)，58-70。https://doi.org/10.6540/NTJN.202303_25(1).0006

陳瑋儀、黃詠涵、黃慧雯、熊道芬（2022）。提升心臟外科新進護理師臨床照護技能正確率。新臺北護理期刊，24(1)，95-107。https://doi.org/10.6540/NTJN.202203_24(1).0008

莊孟蓉（2021）。運用翻轉教學提升照護溝通之成效。慈惠學報，(17)，79-98。https://doi.org/10.6202/THJ.202112_(17).0005

張綺芸、吳紹歆、洪麗玲、王素秋、黃惠美（2022）。運用客觀性結構式臨床技能測驗（OSCE）評量新進護理師管路照護技能與信心－胸腔引流護理為例。榮總護理，39(3)，222-232。https://doi.org/10.6142/VGHN.202209_39(3).0001

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護理新人的管路照護模組課程之混成式學習成效

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