治療性遊戲教學方案對護生批判性思維學習成效之探討

The effectiveness of therapeutic play teaching program on the learning outcomes of critical thinking among nursing students

劉素芬(Su-fen Liu)

指導教授 ： 胡月娟

中臺科技大學/護理學院/護理研究所/碩士(2011年)

https://doi.org/10.6822/CTUST.2011.00051

摘要

本研究為類實驗研究設計，旨在探討治療性遊戲教學方案，對專科實習護生批判性思維學習成效之影響。以中部某專校護理科五專部四年級實習兒科的學生為研究對象，分成實驗組29位，對照組26位。實驗組介入三週的治療性遊戲方案，對照組以傳統教學法。學習成效分為量性及質性兩部份，量性部份採批判性思維特質評估表及作業評值表作評值，質性部份佐以反思討論及實習作業心得分析介入措施之效果。研究的結果如下：
一、治療性遊戲教學方案對兩組護生整體批判性思維特質沒有影響，然三因素中封閉性思維特質，實驗組在介入前後有顯著性差異（p＜0.05）。
二、治療性遊戲教學方案能提昇護生整體作業學習成效（p＜0.05），作為學習成效三構面中的情意與技能，實驗組明顯高於對照組，但認知部份兩組無顯著性差異。
三、治療性遊戲教學方案對實驗組護生反思討論能力與成效，除了提高護生對此遊戲的了解及操作，也懂得自我檢討，虛心接受他人的意見，更懂得發揮團隊的合作精神。
四、治療性遊戲教學方案對護生作業心得能力與成效，發現實驗組增加對遊戲的了解，樂意參與學習，對病童問題的判斷能力更加清楚。

關鍵字

治療性遊戲教學方案 ； 學習成效 ； 護生批判性思維

並列摘要

This study takes on a quasi-experimental design to delve into the effects of therapeutic play teaching program on the “critical thinking” learning performance of nursing interns of nursing colleges. Fourth-year nursing students of the five-year junior college program taking internship training in pediatrics in central Taiwan served as the subjects of this study. Subjects were divided into two groups; an experimental group composed of 29 students and a control group of 26 students. A three-week therapeutic play program was introduced to the study group; whereas, traditional teaching techniques were employed on the control group. Both quantitative and qualitative assessments were conducted on their learning performances. In the quantitative assessment procedure, tools employed were the critical thinking disposition evaluation chart and the work performance assessment chart; whereas in the qualitative assessment, retrospective discussion and results of analysis on their perceptions on internship duties were employed. Study findings are as presented below:
1. Findings revealed that the therapeutic play teaching program did not influence the overall critical thinking disposition of the nursing students in both groups; however, in these three factors, a significance difference of the inhibitive thinking disposition was noted in the experimental group before and after introduction of the factor (p<0.05).
2. Therapeutic play teaching program may upgrade efficiency of the overall operating and learning performances of nursing students (p<0.05); regarding the emotion and skill out of the three aspects of learning efficiency, the experimental group was significantly higher than the control group; however, no significant difference was noted in the cognition of both groups.
3. On the matter of the effect of the therapeutic play teaching program on the retrospective discussion skills and performance of the experimental group, the teaching program not only upgraded the understanding and familiarity of these nursing students on the play, but also taught them skills for self-evaluation, the ability to accept the opinion of another person, and the means for optimization of team spirit and cooperation.
4. On the matter of the effect of the therapeutic play teaching program on the capacity and performance of the nursing students, it was found that the teaching program improved the work perception and understanding of the experimental group. Hence, the experimental group had been willing to participate and learn, thereby acquiring a clearer view of the critical thinking skills of child patient related problems.

並列關鍵字

therapeutic play teaching program ； nursing student ； learning outcomes of critical thinking

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