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題名：臨床護理教師角色轉變與職場學習模式之研究
作者：郭倩琳 引用關係
作者(外文)：Kuo, Chien-Lin
校院名稱：國立高雄師範大學
系所名稱：成人教育研究所
指導教授：楊國德
學位類別：博士
出版日期：2006
主題關鍵詞：臨床護理教師；角色轉變；職場學習；學習經驗；紮根理論
原始連結：連回原系統網址new window
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本研究旨在探究臨床護理教師的角色轉變與職場學習現象，以暸解教師如何由護士轉變成臨床教師、教師的職場學習經驗及其影響因素。研究方法採用質性研究設計，以南台灣某科技大學的17位臨床教師為研究對象，主要以半結構式訪談方式蒐集資料，再依據紮根理論的分析步驟，初構臨床護理教師之角色轉變與職場學習模式。研究結論摘錄如下：
一、臨床教師由護士到教師的角色轉變為一個由「先前情況→角色轉變→壓力/挫折→反應→結果」的連續歷程
一個「先前情況」會激發護理人員轉換工作的念頭，使他決定離開目前的職場並進入新的職場。接著他要進行實際的「角色轉變」行動，開始「職前準備」及「執行工作任務」。然而，在「角色轉變」階段，會遭遇不同程度的「壓力/挫折」，為了減少壓力或挫折，他的「反應」包括：「調適」、「角色學習與定位」及「發展教學知能」，且反應的「結果」亦會回饋工作任務的執行。
二、臨床教師之職場學習經驗可由其學習動機、學習內容、學習資源、學習方式、學習歷程及學習結果來說明。
教師的學習動機包含「追求自我成長」和「符合外界期待」；學習內容主要為護理專業知能、教學知能及人際互動技巧；學習資源來自人際互動、問題解決歷程及臨床專業資訊三方面；學習方式可歸類為「自我學習」、「同儕學習」及「師徒學習」，包括：做中學、教學實驗、經驗學習、閱讀、觀察、反思、問問題、師徒學習、參加研討會、參加專業證照考試、參與正規學習等十一項方式。教師的學習歷程可依時間區分為不同的階段，顯示教學知能的發展是有階段性的；其學習結果包含近程和遠程兩部分，近程結果為：獲得外在肯定和鼓勵、學生的正向回饋及專業成長；遠程結果則為：獲得個人成長、工作成就與滿意度、尋求角色發展及進行生涯規畫。
三、影響臨床教師職場學習的因素可歸類為「內在因素」和「外在因素」，前者為：教師個人特質、過去臨床經驗、過去學習經驗；後者為：學校因素、實習場所因素、家庭因素，前述因素對於教師的「角色轉變」行為、「壓力/挫折」感受以及對壓力的「反應」具有正向或負向的影響。
四、「臨床護理教師之角色轉變與職場學習模式」可提供一個理論架構，說明臨床教師歷經角色轉變再發展的學習歷程，及其職場學習經驗。
根據研究結果研究者提出以下建議：
一、對臨床護理教師的建議
（一） 運用「臨床護理教師之角色轉變與職場學習模式」，掌握職場脈絡，配合角色
轉變所需的學習歷程
（二）加強學習如何學習的能力，以因應職場的需求
（三）投入團體學習，與其他臨床教師組成學習社群
（四）強化有助於職場學習的個人特質，培養有益學習的態度與價值觀
二、對學校與實習機構的建議
（一） 塑造一個鼓勵學習的組織氣氛，及關懷與支持的學習環境
（二） 為初任教師規劃職前準備方案，以協助其角色轉變歷程
（三） 為臨床教師規劃在職教育方案，以促進其職場學習
The purpose of this study was to explore clinical nurse teachers’ learning phenomenon in the workplace, in order to understand how clinical teachers transferring their role from a nurse to a teacher, their learning experiences and the factors affecting their learning in the workplace. A qualitative study design was employed, and the research subjects were 17 clinical nurse teachers in a university of technology in southern Taiwan. In-depth interviews and document analysis were adopted to collect data, and “The model of role transition and workplace learning of clinical teachers” was established in accordance with the grounded theory. The conclusions were summarized as follows:
1. Clinical teachers’ role transition is a continuing process of “ antecedent condition→role transition→stress/frustration→reactions→consequence”.
An “antecedent condition” will induce a nursing staff to seek job transition and make the decision of leaving the current workplace for another new workplace. Then he has to go through practical “role transition”, starts pre-service preparation and executes the tasks of a teacher. However, in the stage of “role transition”, stress/ frustration of various degrees will appear. In order to reduce stress and frustration, he must have some reactions. These reactions include “adaptation”, “role learning and positioning”, and “development of teaching competence”, and the “consequence” of reactions also feedback to the execution of tasks.
2. Clinical teachers’ learning experiences in the workplace can be described by motivation, content, resource, method, process, and outcome of learning.
The motivation for learning includes pursuing self-growth and conforming to expectation. The content of learning is mainly composed of clinical competence, teaching competence, and interpersonal skills. Learning resources include interpersonal interaction, task accomplishment and problem-solving process, and professional information. The learning methods can be categorized into self learning, peer learning and mentoring, which include learning by doing, teaching experiment, learning from experiences, reading, observation, reflection, while the latter covers asking questions, mentoring, attending seminars, taking certification exams, and attending formal education activities. Learning process can be divided into different stages in time order, which reveals that the development of teaching competence is in several stages. Learning outcomes consist of short-term and long-term outcomes. Gaining external recognition and encouragement, student’s positive feedbacks, and professional growth are the short-term outcomes, while the long-term outcomes cover personal growth, work achievement and job satisfaction, pursuit of role development, and career planning.
3. The factors affecting clinical teacher’s workplace learning can be categorized into “internal factors” and “external factors.
The internal factors include teacher’s personal traits, past clinical experiences, past learning experiences, and the external factors include factors of school, medical institutes, and family. These factors have positive or negative influence on teachers’ behaviors of role transition, their perceptions of stress and frustration, and their reaction to stress.
4. Based on the research findings, in terms of clinical teachers, the researcher suggest:
(1) Apply “the model of role transition and workplace learning of clinical teachers”, grasp the workplace context and follow the process of role transition.
(2) Reinforce the ability of learning to deal with the demands in the workplace.
(3) Participate in group learning and build a learning community with other clinical teachers.
(4) Enhance the personal traits which is good for learning and cultivate the attitude and value which benefit learning.
In terms of school and medical organizations:
(1) Shape an organizational climate of encouraging learning and build a caring and supporting environment.
(2) Provide faculty orientation programs for beginning teachers and help them go through the process of role transition.
(3) Provide in-service educational programs for clinical teachers to facilitate their workplace learning.
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