- 期刊
探討COVID-19疫情下護理臨床教師慈心滿意與慈心疲倦之研究
Exploring Compassion Satisfaction and Compassion Fatigue in Clinical Nurse Educators During the COVID-19 Pandemic
摘要
2020年COVID-19新冠肺炎疫情爆發，面臨疫情的第一線醫療照護人員出現短、長期心理健康問題的風險。護理臨床教師不僅兼俱身、心、靈之全人照護職責，更因負有臨床教學之艱鉅任務，非疫情期間之工作壓力已高於同儕，當今情境下的困頓與壓力恐更高。本研究目的為瞭解護理臨床教師其慈心滿意與慈心疲倦。採描述性調查型研究，研究對象為台北某醫學中心符合醫策會認證師資培育制度完訓之護理臨床教師。使用院內BBS電子佈告張貼招募訊息進行研究對象招募，邀請願意進行研究者，共收案423人。以無記名之網路填答方式，經說明同意後參與研究問卷填答。研究工具採護理人員專業生活品質量表。統計方法使用變異數分析、差異檢定、集群分析及判別分析。主要研究結果：（一）護理臨床教師於專業生活品質量表中慈心滿意為34.69分、慈心疲倦次量表－－倦怠程度27.15分與慈心疲倦次量表－－次發型創傷性壓力程度25.83分，三個分量表均屬中度；（二）以護理臨床教師專業生活品質分成「慈心疲倦型」與「慈心滿意型」兩個區隔群，正確區別率96.0%；（三）臨床教師不同專業生活品質集群，依據工作單位、在職進修、宗教活動、當月班別、參加復原力相關課程具顯著差異。本研究期望藉此發現提供護理行政者擬訂提升慈心滿意及降低慈心疲倦相關措施之參考，增強護理臨床教師韌力，作為因應疫情後新世代護理師之教學壓力與發展調適自我之策略。
並列摘要
Background: Health-care workers at the frontline of the response against COVID-19 are at increased risk of developing both short- and long-term mental health problems. Clinical nurse educators, in particular, may experience high levels of distress not only during the clinical care of patients with infectious diseases but also while teaching their mentees to adapt to new workplace conditions. Objective: This study explored the degrees of compassion satisfaction and compassion fatigue among clinical nurse educators during the COVID-19 pandemic. Methods: A cross-sectional study design was employed, and data were collected through online questionnaires. A total of 423 clinical nurse educators from a medical center were invited to participate through the collection of anonymous intranet data. The Professional Quality of Life Scale was used as an assessment tool. Data were analyzed using analysis of variance, t-test, cluster analysis, and discriminant analysis. Results: The findings were the following: (1) According to the Professional Quality of Life Scale, the mean scores for the outcomes of "Compassion Satisfaction," "Burnout," and "Secondary Traumatic Stress" were 34.69, 27.15, and 25.83, respectively; (2) The named as compassion fatigue type and compassion satisfaction type clinical nurse educators were derived through cluster analysis from the Professional Quality of Life Scale and the distinguished rate was 96.0% by discriminant analysis; (3) These two types of clinical nurse educators differed significantly in terms of their work units, on-the-job training, religious activities, shift type, and resilience training experience. Conclusions: We expect that the present results will inform the development of interventions that promote compassion satisfaction to support nurse educators' resilience and mental health. Furthermore, the present findings provide insights into the barriers and facilitators that may influence the implementation of interventions aimed to affect both teaching and learning during and after a disease outbreak, epidemic, or pandemic.