護理學系學生參與跨專業團隊導向學習活動準備度之探討

Exploring the Readiness of Nursing Students Following an Interprofessional Team-based Learning Session

江錦玲(Jiin-Ling Jiang) ； 王英偉(Ying-Wei Wang) ； 謝至鎠(Jyh-Gang Hsieh)

《長庚科技學刊》 34期 (2021/06) Pp. 83-99

https://doi.org/10.6192/CGUST.202106_(34).7

摘要

近年來國內外醫學大學運用團隊導向學習（team-based learning, TBL）及跨專業教育（interprofessional education, IPE）融入教學進行授課，在於培育具備團隊合作能力的醫療專業人員。本研究目的為探討護理學系三年級學生於內外科護理學課程參加TBL及IPE教學活動執行前後學習準備度的改變、課後滿意度及感受。研究採量性及質性方法，為單組前、後測橫斷式設計，以護理學系三年級學生（n = 35）為研究對象，跨專業交流對象為醫學系五年級（n = 48）、物理治療學系三年級（n = 40）及社會工作學系三年級（n = 18）學生。第一階段為各系學生在各系課程以TBL方式準備專業必備知識，第二階段為四系學生以TBL結合IPE教學方式完成腦中風教案團體討論。護理學系35位學生於第二階段跨專業團隊導向學習活動前、後填寫跨專業學習準備度量表（Readiness for interprofessional learning scale, RIPLS），並於課後填寫課程滿意度、參與焦點訪談及心得回饋，以描述性統計及內容主題分析法進行資料分析。結果顯示：（1）跨專業學習準備度：RIPLS在TBL結合IPE活動前、後有顯著正向改變，於「正向專業認同」、「負向專業認同」、「團隊合作」、「角色與責任」面向的前、後測皆達顯著差異（p ＜ .01）；（2）課後滿意度：「授課教師滿意度」、「教學具創意或特色」、「課程內涵」、「教材的選擇」、「對學生的幫助」以及「整體課程滿意度」得分範圍為4.86至4.97分。（3）心得感受：以內容分析法歸類出「了解不同專業知識、認同IPE學習方式、團隊溝通合作、肯定自己的專業價值、彼此尊重」等主題。結論：TBL及IPE融入教學活動能增進護理學系學生與其他專業學生團隊合作時的準備度及專業認同。

關鍵字

跨專業教育 ； 團隊導向學習 ； 跨專業學習準備度

並列摘要

Background: In recent years, medical universities have been using team-based learning (TBL) and interprofessional education (IPE) teaching strategies in professional courses for teamwork collaboration among health professionals. Objectives: The study aimed to evaluate the changes in learning readiness, learning satisfaction, and perception of nursing students after the implementation of TBL and IPE teaching activities in undergraduate baccalaureate nursing education. Methods: This blending quantitative and qualitative study used one group pretest-posttest cross-sectional design. The third-grade nursing students (n = 35) as participants were enrolled to interact with fifth-year medical (n = 48), and physical therapy (n = 40), as well as social work (n = 18) students from one university in the prospective study. TBL and IPE were integrated into the course session. Nursing students were invited to anonymously complete a readiness for interprofessional learning scale (RIPLS), learning satisfaction, focus group visits and feedback after course. Data analysis with descriptive statistics and content analysis. Results: (1) RIPLS: According to RIPLS professional identity, teamwork and collaboration, and role responsibility subscales (P ＜ .01), the attitudes of the nursing students changed positively after the TBL and IPE course session. (2) Satisfaction: ＂Teacher satisfaction,＂ ＂creative teaching,＂ ＂curriculum content,＂ ＂teaching material,＂ ＂help for student,＂ and ＂overall course satisfaction＂ ranged from 4.86 to 4.97 points. (3) Perception: Content analysis was used to code qualitative data into themes. Five primary themes emerged from the data: (a) ＂Learning of multiprofessional knowledge,＂ (b) ＂Identity of IPE,＂ (c) ＂Team communication and collaboration,＂ (d) ＂Affirm professional value,＂ and (e) ＂Respect each other.＂ Conclusion: Nursing students in this interprofessional team-based leaning session demonstrated improved readiness and professional identity regarding interprofessional teamwork with other healthcare professional students.

並列關鍵字

interprofessional education ； team-based learning ； readiness for interprofessional learning

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