探討臨床教案導向學習於“進階精神科護理學”之教學策略與評值

Education Strategies and Evaluation of Clinical Scenario-Based Learning in Advance Psychiatric Nursing

蕭淑貞(Shu-Jen Shiau) ； 高志薇(Chih-Wai Kao)

《醫護科技學刊》 10卷1期 (2008/01) Pp. 54-64

https://doi.org/10.6563/TJHS.2008.10(1).5

摘要

近年來有關問題導向學習的研究(Problem-Based Learning, PBL)在護理教育中已爲廣泛被連用，但在護理學系碩士班相關研究報告目前仍較少見。本文目的在探討基於以臨床實習個案爲教案，將問題導向學習理念延伸爲臨床教案導向學習(Clinical-Scenario Based Learning)，其作爲教學策略及評值。本研究採行動研究法，強調以臨床實習個案，爲問題導向學習之教案。研究對象是修習進階精神護理學碩士班學生。資料收集以教師及學生在教與學過程資料爲主，經內容分析，結果呈現：一、教學策略：可包括1.教學方式及進度、2.臨床教案呈現的特質、3.PBL引導歷程、4.尋找資料的現象、5.教師之教學知能。二、教學評值：籍由學生省思及評量中，瞭解學生於臨床教案導向學習之學習成效。本研究成果可作爲護理教育推廣運用的參考。

關鍵字

臨床教案導向學習 ； 進階精神衛生護理學 ； 教學策略與評值

並列摘要

Recently Problem Based Learning (PBL) has been applied broadly in nursing education. However, the use of PBL in the master program of nursing is still rarely reported. By extending the concept of problem-based learning to become a Clinical-Scenario Based Learning (CSBL), this study explored its education strategies effectiveness of CSBL based on the clinical practicum. Action research method was applied. The clinical cases were adopted in PBL. Subjects were the graduate students in the Advanced Psychiatric Nursing courses. Data were collected from the teaching and learning material. Content Analysis was used. The analytical results demonstrated that (1) education strategies may include (a) teaching methods and schedule, (b) characteristic exhibited from clinical practicum, (c) PBL-guided process, (d) phenomena during data collection, and (e) instructors' teaching capability; and (2) the effectiveness of CBSL teaching could be evaluation based on students' reflection and evaluation. These analytical results can provide a reference for applying PBL in nursing education.

並列關鍵字

Clinical Scenario-Based Learning ； advanced psychiatric nursing ； educational strategies and evaluation

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