護理臨床教師教學能力對新進護理師專業核心能力之影響

Influences of Preceptors' Teaching Ability on Professional Core Competence among New Nurses

10.6142/VGHN.202006_37(2).0007

王佳雯(Chia-Wen Wang)；林柏瑤(Po-Yao Lin)；張于慧(Yu-Hui Chang)；黃于芳(Yu-Fang Hwang)；郭依彤(Yi-Tong Kuo)；齊珍慈(Chen-Tzu Chi)

護理臨床教師 ； 教學能力 ； 新進護理師 ； 專業核心能力 ； preceptor ； teaching ability ； new nurse ； professional core competence

榮總護理

37卷2期（2020 / 06 / 01）

167 - 175

繁體中文

具備優良教學能力的護理臨床教師可引導新進護理師循序漸進地發展其專業核心能力。本研究旨在探討護理臨床教師教學能力對新進護理師專業核心能力之影響。本研究為縱貫性追蹤性研究，採方便取樣，對象為臺灣北部某醫學中心的113對新進護理師及其護理臨床教師，分別於新進護理師到職二週、三個月及六個月時，以Competency Skills Registered Nurses中文修訂版及Clinical Teaching Behavior Inventory（CTBI-23）中文版進行問卷調查。研究結果顯示新進護理師到職三個月及六個月時專業核心能力高於到職二週時，到職六個月時低於到職三個月時（F=7.14, p=.001）；臨床教師教學能力與新進護理師到職三個月時專業核心能力有顯著正相關（r=0.22, p=.017）；臨床教師「顯示關注和支持」教學能力對於新進護理師到職三個月（F=15.29, p＜.001）及六個月（F=5.47, p=.021）專業核心能力具有顯著相關性。建議未來對護理臨床教師的培訓計畫除了持續強化其教學能力外，並需再提升其主動關懷及輔導新進護理師壓力調適的能力，方可持續其對新進護理師學習成效之正面影響。

Preceptors with strong teaching abilities can lead new nurses to effectively develop professional core competencies. The aim of this study was to explore the influences of preceptors' teaching ability on the professional core competence of new nurses. A longitudinal research design was adopted, and 113 new nurses and their preceptors were recruited from a medical center in Northern Taiwan through convenience sampling. They were asked to complete three questionnaires, namely the Chinese version of the Competency Skills Registered Nurses and the Clinical Teaching Behavior Inventory (CTBI-23) at 2 weeks, 3 months, and 6 months after employment. The 3- and 6-month scores were both higher than the 2-week scores, but the 6-month scores were lower than the 3-month scores. The results revealed that preceptors' teaching abilities were significantly positively correlated with professional core competencies among new nurses 3 months after onboarding (r=0.22, p= .017). Showing concern and support was predictive of professional core competencies at 3 months (F=15.29, p＜ .001) and 6 months (F=5.47, p= .021) after employment. Nursing administrators should develop more teaching plans to promote preceptors' concern and support capabilities. Moreover, training programs should continue to strengthen preceptors' teaching abilities, specifically in terms of their ability to show concern and manage stress. This would extend their influences on learning effectiveness among new nurses.

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