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題名:技專校院臨床護理教師形成性教學評鑑指標之建構研究
作者:莊荏惠
作者(外文):Jen-hui Chuang
校院名稱:國立臺南大學
系所名稱:教育經營與管理研究所博士班
指導教授:黃宗顯
學位類別:博士
出版日期:2009
主題關鍵詞:臨床教學形成性教學評鑑指標建構德懷術Delphi techniqueindicator constructionformative teaching assessmentclinical teaching
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本研究旨在探討技專校院臨床護理教師形成性教學評鑑指標之建構研究,目的在找出適切的評鑑指標層面、向度與項目。研究者訪談10位臨床護理教師,研究護理臨床教學實際運作情形並據此歸納出有效臨床教學行為與特質。其次,研究者綜合文獻探討與訪談結果,編制德懷術問卷作為研究工具,透過25位德懷術小組成員進行三回合的德懷術調查。經逐次整合專家意見並修訂指標內容,進而建構出適用於技專校院臨床護理教師之形成性教學評鑑指標。
本研究運用文獻探討、訪談及德懷術問卷調查的資料收集,進行技專校院臨床護理教師形成性教學評鑑指標之建構。本研究所建構之臨床護理教師形成性教學評鑑指標分為教學投入、教學過程及教學成果三大層面,內含教學評估、教學計畫、臨床教導與協助、教學回饋、與學生的人際關係、與個案及醫護人員的人際關係、專業能力、護理專業態度、教學診斷及教學調整共10個向度,總計66個指標項目。本研究所建構之評鑑指標強調臨床護理教師於教學前、教學中及教學後之有效教學行為與特質,且得以力促教師自省並改進教學。本研究結果補強教學投入與教學成果之層面,實有別於過去實徵性研究多著墨在臨床護理教師教學過程層面之指標設計。最後,本研究依據研究結果與發現提出建議,以作為臨床護理教師、學校機構及後續研究之參考。
This study aims to construct indicators of formative teaching assessments for clinical nursing teachers at technical colleges, and to investigate appropriate evaluation aspects, categories and indicators. In the qualitative analysis, ten clinical nursing teachers were selected to conduct structured interviews. The main purpose of the interviews was to understand the clinical teaching contents and operational procedures, and to identify and analyze the characteristics of these clinical nursing teachers’ effective teaching strategies. Based on the related literature review and the interview results, a Delphi questionnaire was developed as the major research instrument for this study. The Delphi questionnaire was distributed to twenty-five experts, and was used for three trials. Incorporating the experts’ opinions and suggestions, the Delphi questionnaire was revised several times to construct appropriate indicators of formative teaching assessments.
According to the results of the literature review, structured interviews, and the Delphi questionnaire, the study concludes the following findings: The indicators of formative teaching assessments can be classified into three major aspects-(teaching) input, (teaching) processes and (teaching) outcomes. The findings are also divided into ten categories, including teaching assessments, teaching plans, clinical teaching and support, teaching feedback, the relationship with students, the relationship with patients and staff, professional competences, attitudes toward the nursing profession, teaching diagnosis and teaching adjustments. A total of 66 indicators were generated. These indicators focus on the effective methods and characteristics of clinical nursing teachers during pre-teaching, inter-teaching and post-teaching periods, as well as promote teachers to reflect and improve teaching. Compared to previous relevant empirical studies concentrated on the indicators of (teaching) processes for clinical nursing teachers, this study specifically focuses on the indicators of (teaching) input and (teaching) outcomes. On the basis of the research results, the researcher provides several suggestions for clinical teachers, technical colleges and future studies.
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