護理人員教學能力及影響因素之探討

Exploring Teaching Competence of Nurses and Its Influencing Factors

10.6142/VGHN.202003_37(1).0006

柳玉珍(Yu-Jen Liu)；王珮珩(Pei-Hern Wang)；張惠敏(Hui-Min Chang)；林麗英(Li-Ying Lin)

護理人員 ； 教學能力 ； 自我評值 ； nurses ； teaching competence ； self-evaluation

榮總護理

37卷1期（2020 / 03 / 01）

55 - 64

繁體中文

護理人員法第24條明訂護理人員的業務之一為護理指導及諮詢，因此在臨床上，護理人員教育病人的角色是非常重要且經常執行的，也是影響護理品質與病人結果的重要指標。本研究以橫斷式研究探討護理人員指導病人之教學能力及影響因素，期能做為未來精進護理人員教學能力之參考。研究以結構式護理師教學能力評量表（Patient Education Competence Scale for Registered Nurses, PECS-RN）調查護理師自評對病人教學能力情形。研究結果顯示護理人員自評教學能力總平均為4.63±1.44分（以1－7分評量），在準備教學及執行教學兩項次量表之平均分數分別為4.57±1.44分、4.69±1.48分（以1－7分評量），屬中等教學能力。護理人員在教學能力上，以解決病人問題的專業能力、教學時能表現正向的態度、能適時回饋學習者及評值學習效果等自評結果是較好的；而在合適、不受干擾的環境下教導學習者，依據個別性的需要及問題進行教學前評估與訂定學習目標、賦權等教學技巧應用是較不足的。護理人員之年資、年齡、能力進階層級、教育程度與教學能力呈現顯著正相關；擔任臨床教師、有接受教學訓練、及已婚者，其教學能力顯著較無擔任臨床教師、無接受教學訓練、及未婚者好。建議未來持續訓練及增強護理師教學能力，以提升護理人員對病人護理指導的角色功能，進而增進病人安全、病人滿意度、生活品質及健康成果。

Article 24 of the Nurses Law states that teaching nursing and counseling patients are responsibilities of nurses. Therefore, in clinical practice, nurses often educate patients, which is a crucial indicator that affects the quality of care and patient outcomes. In this cross-sectional study, we investigated the teaching competence and the factors influencing motivation of nurses to teach patients. The results can be used as a reference for improving the teaching competence of nurses in the future. The structured Patient Education Competence Scale for Registered Nurses (PECS-RN) was used to investigate self-evaluation of teaching competence. The results showed that the average self-evaluation teaching competence of nurses was 4.63 ± 1.44 (1-7 scale), and the average scores of preparation and implementation of teaching were 4.57 ± 1.44 and 4.69 ± 1.48, respectively. All three scores denote a moderate teaching competence. The results showed that nurses achieved high scores in the professional ability to solve the problems of the patients, positive attitude during teaching, feedback on learning status, and evaluation of learning effects in a timely manner. Areas judged to be deficient included teaching learners in a suitable and undisturbed environment, preteaching assessment, setting learning objectives based on individual requirements and problems, and the application of teaching techniques such as empowerment. In the future, nurse training should aim to enhance the abilities of nurses' preteaching assessment and preparation, teaching skills, teaching activities, and evaluation results. The seniority, age, competency, education, and teaching ability of nurses are considerably positively related; the teaching ability of a trained and married counselor is superior to that of an unmarried counselor with no training. These enhancements would improve the competency of nurses in clinical teaching and counseling, thereby improving patient safety, patient satisfaction, quality of life, and health outcomes.

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