小組教學團體的對話與關懷

The Study of Caring and Dialogue in Small Group Learning

蔣欣欣(Hsien-Hsien Chiang)；陳美碧(Mei-Bih Chen)；許樹珍(Shuh-Jen Sheu)

對話 ； 關懷 ； 自我 ； 小組教學 ； 人本教育 ； 護理教育 ； dialogue ； caring ； self ； small group learning ； humanistic education ； nursing education

應用心理研究

18期（2003 / 06 / 01）

207 - 225

繁體中文

本研究旨在依據人本教育與團體治療的觀點，探討護理學系學生在精神衛生護理學習團體中，呈現的對話與關懷現象，分析團體對話對關懷建構的影響，發展團體對話的教學方法。研究者自某年11月至隔年l月間，以參與觀察的方式，在臨床指導學生實習情境中設計治療與成長團體，每次團體進行之前先舉行病人團體，之後才是護生團體。收集資料文本，包括團體過程記錄、個人參與團體的心得，再以現象學詮釋方法分析，找出經由團體對話互動中所呈現的四個關懷性現象，包括前兩項是關於與自己的關係：(l)培養對人我關係之敏感性，增進自我瞭解；(2)引發內在意識之流轉，找出存在意義。後兩項是關於與他人的關係：(3)牽動個人生活經驗，藉此理解對方；(4)透過真誠分享，重整家庭經驗。最後討論影響此關懷現象形成之可能因素，包括學習情境的多元性、師者的催化角色、學習者的觀照能力。

Within the context of humanistic nursing education, the intensive group experience could facilitate students' constructive learning, growth, and change. To explore the nursing students' caring attitude learning in a psychiatric unit, this study sought to find how the small groups transformed the self through dialogues. The authors, as facilitators of the group, conducted the students and patients groups to facilitate this kind of learning. The small group learning held for students immediately after the students observed the interactional process of inpatients' group. The students' groups were tape-recorded and transcribed verbatim. At the same time, personal journal of group facilitators and group members were written to improve the credibility of the data. Using phenomenological approach, four themes emerged to represent how self could be transformed from the interacting with others in the group: (1) cultivating interpersonal sensitivity to promote self understanding, (2) inducing the inner work to find the existential meaning of presence, (3) recalling the personal experience to empathize others, (4) being authentic to recaptulate primary family experience. Both the multiplicity of learning environments and the reflection of group facilitators and members were fully discussed as ways of eliciting caring attitude from the small group learning.

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