應用經驗學習理論於護生模擬體驗課程之成效

Effects of Experiential Learning Theory in the Simulation Experience Course for Nursing Students

10.6142/VGHN.201912_36(4).0011

許曉霈(Hsiao-Pei Hsu)；蕭人慈(Jen-Tzu Hsiao)；葉宸妤(Chen-Yu Yeh)；黃久美(Chiu-Mieh Huang)

經驗學習理論 ； 模擬體驗課程 ； 同理心 ； experiential learning theory ； simulation experience ； empathy

榮總護理

36卷4期（2019 / 12 / 01）

425 - 432

繁體中文

本文應用Kolb經驗學習理論於護生模擬體驗課程設計，透過產生感官訊息，引發學習者對環境中的事物產生近似真實的知覺，並以替代方式感受他人的情感狀態，以及體會對方的情感經驗，進而展現同理心。經驗學習理論所強調之學習過程，對於學生同理心的培養是有幫助的。經驗學習理論分為具體經驗、反思觀察、抽象概念及主動實踐等四個階段，並構成一個學習迴圈，強調學習是以經驗為基礎的持續性過程，透過過程形成概念，並通過經驗不斷修改，促進學習者的學習成效，讓學習歷程更為完整。課程學習後，護生給予正向學習回饋，並表示可以深刻揣摩孕婦的真實情境，學習如何與孕婦互動，能更同理孕婦心理，有助於建立關懷態度，並在觀察中省思，如何創造友善環境並提升臨床環境安全。護理強調健康照護而非疾病治療，照顧過程當中需要建構護生的同理心，讓護生能夠體會個案的身體狀態，以提供具敏感性的個別照護，強化照護的適切性，培養同理心為養成教育過程中被重視的一環，也是單純的講述型授課所無法滿足。

This article describes the application of Kolb's experiential learning theory to the design of the nursing simulation experience course, which generates and induces the learner to have realistic perceptions when interacting with the environment. Empathy is the ability of an individual to feel the emotional state and experience the emotional experience of others. Experiential learning theory has four stages, namely concrete experience, reflective observation, abstract conceptualization, and active experimentation, which together constitute the learning circle. Experiential learning is a continuous experience-based process that promotes the learning outcomes of learners and makes the learning process more complete and comprehensive. This happens by forming concepts through processing and continual modification through experience. The student nurses provided positive feedback after learning and realized the profound impact of pregnancy, learned the appropriate methods to interact with pregnant women and became more sympathetic toward pregnant women. Consequently, student nurses learned through reflection and unraveled how to create a friendly environment and improve safety for pregnant women. Nursing emphasizes health care rather than on disease treatment. Cultivating empathy among nursing students to help them understand the physical condition of the patient to provide sensitive individual care and enhance the appropriateness of the care provided. Cultivating empathy is a part of being valued in developing education, and it is impossible to satisfy the simple narrative.

1. Blascovich, J.,Loomis, J.,Beall, A. C.,Swinth, K. R.,Hoyt, C. L.,Bailenson, J. N.(2002).Immersive virtual environment technology as a methodological tool for social psychology.Psychological Inquiry,13(2),103-124.
2. Dewey, J.(1986).Experience and education.The Educational Forum,50(3),241-252.
3. Elcin, M.,Onan, A.,Odabasi, O.,Saylam, M.,Ilhan, H.,Kockaya, P. D.,Nacar, O.A.(2016).Developing a simulation-based training program for the prehospital professionals and students on the management of Middle East Respiratory Syndrome.Simulation in Healthcare,11(6),394-403.
4. Fewster-Thuente, L.,Batteson, T.J.(2018).Kolb's experiential learning theory as a theoretical underpinning for interprofessional education.Journal of Allied Health,47(1),3-8.
5. Forsberg, E.,Ziegert, K.,Hult, H.,Fors, U.(2016).Assessing progression of clinical reasoning through virtual patients: An exploratory study.Nurse Education in Practice,16(1),97-103.
6. Gagne, R. (2015) Conditions of Learning. Retrieved from: http://www.instructionaldesig
7. Kang, Y. C.,Chen, C. Y.(2016).The study of evaluation the quality of the mobile experiential learning model.Creative Education,7(16),2490.
8. Kinzie, M. B.(2005).Instructional design strategies for health behavior change.Patient Education and Counseling,56(1),3-15.
9. Kolb, D. A.(2014).Experiential learning: Experience as the source of learning and development.Hoboken:Financial Times Press.
10. Kolb, D. A.(1984).Experiential learning: Experience as the source of learning and development.Englewood Cliffs, NJ:Prentice Hall.
11. Kolb, D. A.,Boyatzis, R. E.,Mainemelis, C.(2001).Experiential learning theory: Previous research and new directions.Perspectives on Thinking, Learning, and Cognitive Styles,1(8),227-247.
12. Kollar, I.,Fischer, F.,Hesse, F. W.(2006).Collaboration scripts-a conceptual analysis.Educational Psychology Review,18(2),159-185.
13. Laschinger, H. K.,MacMaster, E.(1992).Effect of pregraduate preceptorship experience on development of adaptive competencies of baccalaureate nursing students.Journal of Nursing Education,31(6),258-264.
14. Lestander, Ö.,Lehto, N.,Engström, Å(2016).Nursing students' perceptions of learning after high FIdelity simulation: Effects of a three-step post-simulation reflection model.Nurse Education Today,40,219-224.
15. Lewin, K.,Cartwright, Dorwin(ed.)(1951).Field theory in social science: Selected theoretical papers.Harpers.
16. Liu, T. C.,Lin, Y. C.,Gao, Y.,Yeh, S. C.,Kalyuga, S.(2015).Does the redundancy effect exist in electronic slideshow assisted lecturing?.Computers & Education,88,303-314.
17. Maruca, A. T.,Díaz, D. A.,Kuhnly, J. E.,Jeffries, P. R.(2015).Enhancing empathy in undergraduate nursing students: An experiential ostomate simulation.Nursing Education Perspectives,36(6),367-371.
18. Merriam, S. B.,Caffarella, R. S.(1999).Learning in Adulthood. A Comprehensive Guide.Jossey-Bass Higher and Adult Education Series.
19. Oh, P. J.,Jeon, K. D.,Koh, M. S.(2015).The effects of simulation-based learning using standardized patients in nursing students: A meta-analysis.Nurse Education Today,35(5),e6-e15.
20. Passarelli, A.,Kolb, D.(2012).Using experiential learning theory to promote student learning and development in programs of education abroad.Student Learning Abroad: What Our Student Are Learning, What They're Not, and What We Can Do About It,Sterling, VA:
21. Shtub, A.(2016).New product development-experience from distance learning and simulation-Based Training.Creative Education,7(1),105-113.
22. Stanley, M. J.,Serratos, J.,Matthew, W.,Fernandez, D.,Dang, M.(2018).Integrating video simulation scenarios unto online nursing instruction.Journal of Nursing Education,57(4),245-249.
23. Yang, K.,Woomer, G. R.,Matthews, J. T.(2012).Collaborative learning among undergraduate students in community health nursing.Nurse Education in Practice,12(2),72-76.
24. Yu, J.,Kirk, M.(2009).Evaluation of empathy measurement tools in nursing: Systematic review.Journal of Advanced Nursing,65(9),1790-1806.
25. 朱振雲、余艮珍、葉天惠、陳英、陳錦秀(2016)。經驗學習圈理論在低年資護士過敏性休克急救培訓的應用。護理學雜誌，31(10)，90-92。

1. 賴誠斌,蔡春美(2022)。與司法平反者對話之敘說教學實踐研究。教育實踐與研究，35(1)，1-38。
2. 謝智謀,許程淯(2022)。素養導向體驗教育課程之理論採用－系統性回顧。體驗教育學報，14，15-28。
3. 鍾宜宸,謝至鎠,陳思穎,唐婉如,方俊凱(2022)。利用多元教學策略進行安寧療護課程改革。安寧療護雜誌，26(2)，120-134。