護理人員參與管理相關科系之在職進修動機與影響因素

蕭世槐; 曾淑惠; 陳姮君; 鄞雅慧; 沙素娟; 郭美慧

doi:10.6288/TJPH2003-22-05-14

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P393 - 402

医药卫生 > 预防保健与卫生学
医药卫生 > 社会医学

DOI： 10.6288/TJPH

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护理人员参与管理相关科系之在职进修动机与影响因素

Motivation and Factors Influencing Nurse Continuing Education Participating in Hospital Management Degree Program

萧世槐(Shih-Huai Hsiao) ；曾淑惠(Shu-Huei Tzeng) ；陈姮君(Hen-Jun Chen) ；鄞雅慧(Ya-Huei Yin) ；沙素娟(Su-Juang Sa) ；郭美慧(Mei-Huei Kuo)

台湾公共卫生杂志； 22 卷 5 期 (2003 / 10 / 01) ， P393 - 402

繁体中文 DOI： 10.6288/TJPH2003-22-05-14

在职进修；动机因素；影响因素； In-Service Education ； Motivational factors ； Affecting Factors

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摘要 │ 参考文献 (30) │ 被引用文献 (2) │ 国际计量

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Objective: The aims of this study were to investigate the motivational factors of nurses participating the evening in-server education course which was a non-specialty graduated degree program, and examine the relationships among motivation, and affecting factors of participation. Method: According to the literature review, the study design was a cross-sectional study, and administrated an acceptable reliability, validity and structural questionnaire for gathering empirical data. The Non-random sampling sample was 228 students (responded rate was 94.2%) enrolled in the nursing management program from two universities in Southern Taiwan. Results: The results were shown : the most five important motivational factors were taking the degree of bachelor, widening self outlook for future change, enriching professional knowledge, pursuing self-affirmation / self-accomplishment, satisfying self’s desire of knowledge, and acquiring knowledge. The factor analysis and linear regression analysis were utilized to analyze the data for advance findings. Four advanced motivational factors were extracted from thirty-two items of questionnaire, including self-growth, employment and career development, peer competition, and escape and stimulation. The total variance was about 48.9% Moreover, the most important factors which affected nurses’ choosing in-service school were the schedule of courses programs, the distance from the work place to the school, the distance from home to the school, school’s hardware and facilities, and the learning climate of the school. The thirteen affected factors were be grouped as four factors, including courses planning, geographic distance of the school, cost of degree, and overall evaluation of school. Making further investigation, there were a few factors which affected on the motivational factors. including work experience(year), strength of family support, number of previous employers, number of children, total income when living together, personal income, cost of academic degree, and overall evaluation. Conclusions: the most important motivational factor of nurses participated in in-service education was taking the degree of bachelors. This was distinctly different with other researches. The affected factors of nurses’ choosing school were sharply different from others’.

参考文献 ( 30 ) 〈TOP〉

Barriball, K. L., While, A. E.(1996).Participation in Continuing Professional Education in Nursing: Findings of an Interview Study.J Advanced Nursing,23
Boshier, R.(1977).Motivational Orientation Revisited: Lifespan Motives and the Education Participation Scale.Adult Edu,27
Bridge, H., Salt, H.(1992).Access and Delivery in Continuing Education and Training: A Guide to Contemporary Literature.Nottingham:University of Nottingham Department of Adult Education and Employment Department.
Burgess, P.(1971).Reasons for Adult Participation in Group Educational Activities.Adult Education,22
Darkenwald, G. G., Merriam, S. B.(1982).Adult Education - Foundation of Practice.New York:Harper ＆ Row.

被引用文献 ( 2 ) 〈TOP〉

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