台灣精神科護理教學融入翻轉教室經驗之探究

Exploring the Experience of Integrating Psychiatric Nursing into the Flipping Classroom in Taiwan

10.6847/TJPMHN.201906_14(1).02

陸秀芳(Shiou-Fang Lu)；江淑莞(Shu-Wan Chiang)

翻轉教室 ； 精神科護理 ； 教學經驗 ； flipped classroom ； psychiatric nursing ； teaching experience

精神衛生護理雜誌

14卷1期（2019 / 06 / 01）

15 - 22

繁體中文

背景：在國際翻轉教室潮流的影響下，國內護理教育界開始推動翻轉教室的教育改革，但有關精神科護理翻轉教室經驗的研究並不多。目的：本研究目的想了解精神科護理教育者推動翻轉教室之經驗與臨床實務者對人才培育的期待，以供有意進行翻轉教室及提升教學品質之參考。方法：採質性研究方法，針對10位具精神科護理教育背景及臨床經驗達十年以上者進行焦點團體訪談，訪談資料轉為文本後以內容分析法分析。結果：發現精神科護理領域的教師與臨床專家的經驗與意見可歸納出四個主題，分別是（一）融入翻轉教室策略於傳統教學情境；（二）課室學習與臨床實習之間的隔閡；（三）使用數位教材營造彈性學習環境；（四）精神科護理人才需具備的核心特質。結論／實務運用：本結果可得知在台灣精神科護理教育者已陸續嘗試以翻轉教室的策略融入教學及經驗，並了解精神科護理人才的核心特質。研究結果可助於有意進行翻轉教室提升教學品質教育同儕之參考。

Background: In the recent trend of using the flipped classroom teaching method, the nursing education field in Taiwan has also begun to implement the concept of flipped classroom. However, there is still little qualitative research on teaching experience in the field of psychiatric nursing. Purpose: The purpose of the present study is to explore what expectations that psychiatric nursing educators and clinical practitioners can have by implementing a flipped classroom. The results can be references to the future study of a flipped classroom or teaching practices. Methods: The present study adopts the qualitative research method, using a focus group interview to collect data. The interview has been held twice. There were 10 psychiatric nursing educators and experiences clinical practitioners who participated in this program. The interview data was transformed into text and analysed with the content analysis method. Results: Based on psychiatric nursing educators and clinical practitioners' experiences and opinions, four themes were found as below: 1. Integrating the flip classroom strategy into the traditional teaching situation. 2. The gap between classrooms and clinical teaching. 3. Using digital course materials to create a flexible learning environment. 4. Core traits required for educating psychiatric nursing professionals. Conclusions/Implications for practice: The results show that the flipped classroom concept has been gradually implemented in psychiatric nursing teaching in Taiwan. The central traits of psychiatric nursing experts have also been revealed. The results can be referred to the study on using flipped classroom into teaching practices.

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