桌遊學習的設計與應用－以內外科護理教學為例

Design and Application of Board Game Learning: An Example for Medical-Surgical Nursing Course

10.6224/JN.202112_68(6).02

邱文璽(Wen-His CHIU)；李選(Sheuan LEE)；何蕎若(Chiao-Jo HO)

桌遊學習 ； 護理 ； 教育 ； 大富翁 ； board game learning ； nursing ； education ； monopoly

護理雜誌

68卷6期（2021 / 12 / 01）

6 - 12

繁體中文

桌遊已被學者廣泛運用在不同的課程中，如嬰幼兒的心肺腦復甦術（cardio-pulmonary-cerebral-resuscitation），也被用在同理心、人際溝通技巧等不易理解的抽象概念上，但卻鮮少被用在內外科護理學各系統的學習上，主要原因為內外科護理學的系統較多且設計桌遊不易。大專學生因尚未進入臨床實習對疾病的概念較為薄弱，若知識建構僅採用課室講授方式，學習生會對書本上的概念較為模糊，運用知識建構學習方式可增加學生對疾病的瞭解並將課文內容熟記。本文將分享如何運用設計桌遊及運用桌遊教學策略、建構學生的知識，藉由此教學之運用引導學生整合並了解各系統的疾病，強化學習效果。此學習方式可協助學生將課本中的學理以明確方式逐步傳入腦中，增強學生的自學及未來臨床運用。

Board games are currently widely used in various courses, including in the teaching of cardiopulmonary cerebral resuscitation for neonatal and infants. They are generally deemed as useful in teaching concepts such as empathy and interpersonal communication skills that are relatively difficult to understand. However, board games have rarely been used in medical-surgical nursing courses. The main reason for this may be because of many different systems in medical-surgical nursing courses complicate the process of designing relevant / useful scheme of board games. In general, college students have a weak conception of diseases because they have not yet entered clinical practice and their knowledge construction is based on traditional teaching methods. Using different teaching methods to construct knowledge may increase students' understanding of a disease and help them better understand content. In this article, the author uses different teaching strategies to increase students' knowledge. Concept mapping, board games, and human figures were designed to construct the knowledge of students in each system and to assist students to reintegrate disease knowledge in order to reinforce learning efficacy. This learning method may help improve students' understanding of textbook-based knowledge and enhance students' self-learning and future clinical practice.

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