客觀結構化教學活動於護理師資培育之運用

隨著臺灣醫學教育發展，客觀結構化臨床測驗（objective structured clinical examination, OSCE）已納入醫師國家考試項目，師資培育也急需一套客觀的評估工具。客觀結構化教學活動（objective structured teaching exercise, OSTE），是根據臨床教學擬真情境，透過標準化學習者和評分者的回饋，評估臨床教師教學表現，提供其學習必要的教學技能。測驗藍圖為工作小組的首要工作，需考量包含欲測驗之核心能力及面向、考題／教案設計撰寫與編修、信度及效度分析、演練與試評、執行評量等步驟，相信是許多撰寫OSTE教案的護理師，仍在探索的問題。本文擬依據臺灣醫學教育學會提供的臨床技能測驗試題指引，與參加學會舉辦優良教案甄選之心得，期望提供有效又可行的教案設計與撰寫方法，推展運用在護理師資培育的領域，並改善教學及照護品質。

關鍵字

客觀結構化教學活動；教案設計；測驗藍圖；信度及效度

並列摘要

As the development and reform of medical education in Taiwan, objective structured clinical examination, OSCE) has been included in the national medical licensure examination. We also need an objective assessment tool in faculty development. Objective Structured Teaching Exercise (OSTE) is based on simulated scenarios with standardized learners to provide and evaluate clinical instructors to demonstrate and acquire necessary teaching skills with formative feedback from standardized learners and assessors. The design of the blueprint is vital and needs to consider the domains and competencies based on the clinical practice in the real world to develop scenarios and tasks with the following important steps to test the reliability and validity. We would like to present the tips to apply OSTE on nursing faculty development and share the experience to participate the academy award of task-design by Taiwan Association Medical Education. We hope it will help the educators to promote the application of OSTE on faculty development and quality of care.

並列關鍵字

objective structured teaching exercise ； task-design ； blueprint ； reliability/validity

參考文獻

劉文琪：護理主管對護理臨床指導教師角色期待之初探性研究。志為護理-慈濟護理雜誌2010;9:82-91。

李淑娟、謝美玲：如何解決護理臨床教師之溝通指導困境。領導護理2017;18:3-12。

劉敏、劉克明：以客觀結構式教學測驗(OSTE)評量臨床教學技巧。醫學教育2006;10:98-104。

翁新惠、齊珍慈、王敏華等：護理臨床教師教學能力進階訓練成效初探。榮總護理2012;29:167-75。

張文蕙、謝素英、許麗齡：運用客觀結構式臨床測驗以評量出院準備護理人員溝通能力之研究。護理雜誌2014;61:45-57。

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客觀結構化教學活動於護理師資培育之運用

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