利用多元教學策略進行安寧療護課程改革

Implementing Hospice Care Curriculum Reform Using Multiple Teaching Strategies

10.6537/TJHPC.202203_26(2).02

陳思穎(Shih-Ying Chen)；鍾宜宸(Yi-Chen Jhong)；方俊凱(Chun-Kai Fang)；謝至鎠(Jyh-Gang Hsieh)；唐婉如(Woung-Ru Tang)

經驗學習 ； 安寧療護 ； 課程改革 ； 醫護教育 ； experiential learning ； hospice care ； course reform ； medical education

安寧療護雜誌

26卷2期（2022 / 03 / 01）

120 - 134

繁體中文

世界衛生組織指出每年約有4億人有安寧療護需求，但只有14%接受安寧療護，主要的阻礙之一就是健康從業人員的安寧教育不足，甚至對安寧療護產生錯誤認知。因此，本研究旨在檢視並測試安寧療護課程改革對醫護學生的學習成效。本研究使用混合式研究方法來測試課程效益。我們透過量性研究，了解學生對安寧療護的認知、態度、準備度及課程滿意度。另外，以焦點團體訪談，了解學生對課程改革的想法與建議。依據量性無母數分析發現，雖然在組間比較上，新、舊課程學生在安寧療護態度、準備度、及課程滿意度上並無差異（U = -1.337 - 1.753, p = 0.080 - 0.892），但在組內比較上，新課程學生的準備度在課程前、後有顯著差異（Z = 3.413, p = 0.001）。此外，藉由質性分析發現，學生對於新課程所採用的團隊導向學習法、實作課程、角色扮演、及外院參訪等教學策略，有正向的評價。建議未來安寧療護課程設計應採多元教學方式以提升學生的學習動機。本課程設計也可提供其他學校作為發展安寧療護相關課程的參考。

According to the World Health Organization, about 400 million people need hospice care every year, but only 14% of them receive hospice care. One of the main obstacles is inadequate education of the health practitioners and even a false perception of hospice. Therefore, the purpose of this study is to review and test the learning effectiveness of hospice care course reform on students. In this study, a mix-method approach was used to test the course effectiveness. A quantitative method was conducted to understand students' knowledge, attitudes, preparedness, and course satisfaction in hospice care. In addition, focus group interviews were also used to understand students' perceptions and suggestions on course reform. According to quantitative nonparametric analysis, there was no difference between the old and the new courses in terms of students' attitudes and preparedness for hospice care and course satisfaction (U = -1.337 - 1.753, p = 0.080 - 0.892). However, there was a significant within-group difference in students' preparedness for hospice care (Z = 3.413, p = 0.001). In addition, through qualitative analysis, it is found that students have a high recommendation on the multiple teaching strategies adopted in the new course, such as team-based learning, practical courses, role-play, and hospice site visit. It is suggested that future hospice care course designs should adopt multiple teaching strategies to increase students' learning motivation. This course reform can also be a reference for other schools to develop hospice care-related curriculums.

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