情境案例運用於內外科護理癌症單元之學習滿意度研究

The Learning Satisfaction of Applying Situated Case to the Cancer Nursing Unit of Medical and Surgical Nursing among Nursing Students

10.3966/168395442018061801005

翁瑞萱(Ruey-Shiuan Ueng)；謝素英(Suh-Ing Hsieh)；許麗齡(Li-Ling Hsu)

護理學生 ； 癌症護理 ； 情境案例 ； 學習滿意度 ； 自信程度 ； nursing students ； cancer nursing ； situated case-based learning ； learning satisfaction ； self-confidence level

腫瘤護理雜誌

18卷1期（2018 / 06 / 01）

45 - 59

繁體中文

背景：內外科護理為必備基礎實務能力，而傳統教學無法展現護理畢業生臨床職場能力。案例討論以情境案例教學策略為導向，不僅提升學生學習動機，獲得正面回饋，也可提升學習成效。目的：探討情境案例運用於癌症護理單元，護理學生學習滿意度與自信心之狀況。方法：以方便取樣北部某科技大學護理系四技二年級學生為研究對象，共106位受試者。工具包含基本資料與學習經驗概況問卷、以及學習滿意度與自信程度量表，資料以SPSS 17.0 Window套裝軟體進行描述性統計分析。結果：護理學生的學習滿意度與自信程度總得分為74.28，每題平均分數皆介於3.89至4.41。排序最高前4名為課程內容有助於了解癌症病人身心靈照顧、體會病人及家屬身心靈壓力、課程活動幫助我學習、以及呈現學生必學內容；排序最低分4名為我有信心掌握課程內容、我有信心熟悉課程內容、課程內容有助於我尊重多元文化、以及教學活動適合我的學習型態。結論：參與癌症護理課程融入情境案例討論之護理學生有高度的學習滿意度，可改善教學策略，使學生學習批判性思考並反思學習經驗。而強化學生於情境案例學習之自信心，是未來可繼續深入探討的議題。

Background: Medical-surgical nursing requires essential basic clinical competence. Yet, traditional nursing education in Taiwan does not reflect clinical hands-on competence of the nursing graduates. We explore situated case-based teaching, which is case discussion oriented and not test-driven. It not only enhances student-centered learning and motivation with positive feedbacks, but also increases learning outcomes. Purpose: To explore the outcome of situated case-based learning in cancer nursing by evaluating the learning satisfaction and self-confidence among nursing students. Methods: Using the convenient sampling, sophomore nursing students of a 4-year university in the north were recruited (n = 106). Methods included basic information and learning experience questionnaire, learning satisfaction and self-confidence rating. The data was analyzed using descriptive statistics of SPSS 17.0 window software package. Results: The total combined score of learning satisfaction and self-confidence level of nursing students was 74.28. The average of each item ranged from 3.89 to 4.41. The ＂course content helps me understand biopsychosocial and spiritual care of cancer patients,＂ ＂cancer patient care related to biopsychosocial and spiritual stress,＂ ＂course activities help me learn better,＂ and ＂courses represent required learning of students＂ ranked among the four higher mean scores; the four lower mean scores of items were ＂I have confidence in grasping the course content,＂ ＂I have confidence in familiarizing with course content,＂ ＂course content teaches me the respect for multicultural background,＂ and ＂learning activities fit my learning style.＂ Conclusion: The nursing students showed high learning satisfaction score in the integration of case discussions through situated case-based teaching with cancer nursing courses. It can improve teaching strategies and critical thinking skills; it also can help students to reflect on their learning experiences. The issue of building self confidence in situated case-based learning needs more in-depth discussions in the future.

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