建構護理臨床教師教學專業能力指標

背景　護理臨床教師（簡稱臨床教師）的教學專業能力必須與時俱進，檢視現有的臨床教師教學專業能力之相關量表，並未包含目前臨床教師應具備的教學專業能力項目，例如：跨領域團隊合作照護及執行實證護理實務。目的　本研究旨在探討臨床教師應具備的教學專業能力項目，以建構臨床教師教學專業能力指標。方法　1﹒以文獻查證確認臨床教師教學專業能力的概念；2.採焦點團體訪談法，分別訪談南部某區域教學醫院之10位臨床教師及4位新人，以內容分析法進行資料分析，形成教學專業能力指標之問卷初稿；3.採用德菲法，邀請15位護理學者專家進行二回合問卷之內容修訂。結果　「護理臨床教師教學專業能力指標」涵蓋五個層面：「熱忱的教學承諾」、「和諧的學習氛圍」、「引導式的教學技巧」、「客觀的回饋與評值」及「跨領域團隊合作的照護」，內含36項能力指標。結論／實務應用　研究結果可提供臨床教師檢視其教學專業能力，進而提供醫療機構規劃臨床教師培訓課程之參考。

關鍵字

護理臨床教師；教學專業能力；德菲法；跨領域團隊合作照護；實證護理實務

並列摘要

Background: The professional teaching competence of nurse preceptors must be monitored regularly. However, the existing instruments that are designed to measure nurse preceptor professional teaching competency seldom examine updated indicators such as inter-professional practice (IPP) and evidence-based practice. Purpose: This study constructs indicators for assessing the teaching competence of nurse preceptor. Methods: Phase I used a literature review to identify appropriate indicators of nurse preceptor teaching competence. Phase II conducted focus-group interviews with 10 nurse preceptors and 6 new nurses from a teaching hospital in southern Taiwan. Content analysis was used to construct a preliminary framework of indicators. Phase III invited 15 experts to evaluate the content validity of the preliminary indicators in two rounds using the Delphi method. Results: The teaching-related competence of nurse comprises 36 items in the five dimensions of passionate commitment to teaching, harmonious learning atmosphere, inductive teaching skills, objective feedback and evaluation, and inter-professional practice. Conclusions / Implications for Practice: The indicators developed in this study may be used by nurse preceptors to examine their teaching abilities and by healthcare institutions to design preceptor training curricula.

並列關鍵字

nurse preceptor ； professional teaching competence ； Delphi technique ； interprofessional practice ； evidence-based nursing

參考文獻

陳麗梅（2011）．護理臨床教師角色能力量表之發展與測試（未發表的碩士論文）．台南市：長榮大學護理學系碩士班。[Chen, L. M. (2011). Development and psychometric testing of a measureinstrument for role competency of nursing preceptor (Unpublished master’s thesis). Chang Jung Christian University, Tainan City, Taiwan, ROC.]

鄭曉蕙（2012）．技職護理院校臨床實習指導教師教學能力之調查研究（未發表的碩士論文）．台北市：國立臺灣大學護理學研究所。[Cheng, H. H. (2012). A survey study of teaching competencies of clinical nursing teachers in technical colleges (Unpublished master’s thesis). National Taiwan University, Taipei City, Taiwan, ROC.]

Chen, Y. L., Hsu, L. L., & Hsieh, S. I. (2012). Clinical nurse preceptor teaching competencies: Relationship to locus of control and self-directed learning. The Journal of Nursing Research, 20(2), 142–151.

李佳諭、王維芳、張瑩如（2011）．實證護理培訓課程對護理人員實證護理知識、態度及行為之成效探討．新臺北護理期刊，13（1），19–31。[Lee, C. Y., Wang, W. F., & Chang, Y. J. (2011). The effects of evidence-based nursing training program on nurses' knowledge, attitude, and behavior. New Taipei Journal of Nursing, 13(1), 19–31.]

邱綉雯、謝素英、許麗齡（2013）．護理臨床教師自評教學能力之研究．長庚護理，24（2），132–146。[Chiu, H. W., Hsieh, S. I., & Hsu, L. L. (2013). A study of teaching competencies of self-assessment among clinical preceptors. Chung Gang Nursing, 24(2), 132–146.]

被引用紀錄

李弘毅（2009）。國民小學學童資訊能力之研究〔碩士論文，淡江大學〕。華藝線上圖書館。https://doi.org/10.6846/TKU.2009.00751

邱筱鈞、鄭淑華、陳若曦、鄭安君（2023）。提升神經科加護病房護理人員N1、N2專業能力進階率。彰化護理，30(1)，64-79。https://doi.org/10.6647/CN.202303_30(1).0009

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

楊素真、陳美芳、周繡玲（2016）。建構以「學習者為中心」的護理臨床教師之角色。源遠護理，10(1)，14-20。https://doi.org/10.6530/YYN/2016.5.3

林玉蘭、曾采楨、唐敏華、郭文英、張寧郁（2020）。讀心術－運用多元教學提昇參與兩年期訓練課程之護理師異常心律判讀及處理能力。護理雜誌，67(6)，61-69。https://doi.org/10.6224/JN.202012_67(6).09

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建構護理臨床教師教學專業能力指標

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