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  • 學位論文

護理系原住民學生臨床實習學習動機之調查研究

Aboriginal students of the nursing department of clinical practice motivation research

指導教授 : 徐昊杲
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摘要


本研究旨在探討護理系原住民學生臨床實習學習動機之調查研究。研究對象為北部某一技術學院原住民學生2至5年級。採普查方式。有效樣本共68份,研究工具為自编之結構式問卷,所得資料經統計分析後得到以下之發現: 一、護理系原住民學生臨床實習學習動機整體來說學習動機強 本量表之平均得分為3.7分。高於平均得分之變項分別為「正 向情感」、「工作價值」、「期望成功」及「實習焦慮」等,而 在「負向情感」及「實習自我效能」上平均得分則較低。 二、護理系原住民學生臨床實習學習動機會因年級、年齡、原住 民族群之間有差異 三、護理系原住民學生臨床實習學習動機會在家時經常與雙親同 住、與父親同住、與母親同住、與祖輩同住、與其他家人同住、 父母婚姻關係、父母親教育程度、兄弟姐妹人數、在家排行、 經濟狀況而有差異。 四、護理系原住民學生臨床實習學習動機整體學習動機會因實習 硬體設備、指導老師態度、實習場所及實習單位因素呈中度 正相關。與實習時間安排呈低度正相關。 整體學習動機各分項與「環境因素」變項的相關性也呈現低 度至中度相關。護理系原住民學生臨床實習學習動機受環境 因素的影響程度不高。

關鍵字

原住民 臨床實習 學習動機

並列摘要


The purpose of our study is to investigate learning motivations amongst aborigines nursing students during their clinical practise. Our study population consists of 2nd year to 5th year aboriginal nursing students from a five-year college of techology in northern Taiwan. Census general survey was performed. 68 valid questionnaires were collected. The tool we used for our study is self-invented structured questionnaire. The result of our study are as follows: 1) aborigines nursing students were highly motivated. The average score for our questionnaire was 3.7. Those categories which were above average were: positive affect, working values, expectancy for success and anxiety due to clinical internship. Those categories which were below average were: negative affect and self efficacy related to clinical internship. 2) Learning motivations showed variations due to different grades, age and tribal differences. 3) Learning motivations were related to the participant's household ( lived with both parents, lived with his/her father, lived with his/her mother, lived with grandparents, lived with other relatives), the marriage status of both parents, the education of the both parents, number of siblings, birth order and economic status. 4) To summarize, the general learning motivations amongst aborigines nursing students is directly proportional to the hardware facilities, attitude of the clinical nursing teachers/mentor and clinical practise environment(moderate significance). It showed relatively low significance to the proportion of time attributed to each specialty. General learning motivations were moderately to low significance related to environmental factors.

參考文獻


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