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題名:以學習鷹架理論建構職能導向的人才發展模型 -以C醫院急診護理師為例
作者:陳信宏
作者(外文):Chen HSIN HONG
校院名稱:南臺科技大學
系所名稱:企業管理系
指導教授:黃培文
學位類別:博士
出版日期:2016
主題關鍵詞:鷹架理論急診護理師專業能力職能Scaffolding theoryEmergency nurseProfessional abilityCompetency
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本研究旨在以學習鷹架理論探討急診護理師須具備之專業能力,以某C醫院急診護理師為研究對象,藉由文獻、相關實務及個案醫院行為事例訪談方式歸納整理N1、N2、N3和N4急診護理師應備的專業職能,研究發現: 職能模式所包含的構面為:「臨床照護」、「急救復甦」、「行政」、「環境」、「自我成長教與學」、「溝通協調」和「緊急災害」。
本研究建立N1、N2、N3和N4急診護理師應具備的職能內涵以及關鍵行為指標,透過工作任務及職能的剖析、歸納和整理,發展出不同層級職務的職能模式,並據以建立不同層級人員課程學習地圖,臨床教師可以因應學習者的學習成效給予適當的學習建議及發展協助,藉由學習新事物時所搭建的鷹架,當其達到應有的技術層級學習成效後再拆除此一階段的學習鷹架,此種學習鷹架的訓練支持模式可作為護理部對於未來急診護理師的人才培育與訓練發展的方向。
This study was designed to investigate the learning instructional scaffolding emergency nurse must have the professional competency to C hospital emergency room nurse as the research object, by literature, related practice and case examples of hospitals conduct interviews to collate N1, N2, N3 and professional functions N4 emergency nurse should be prepared, the study found: facets mode functions included are: "clinical care", "resuscitation", "administrative", "environment", "self-growth teaching and learning", " communication and coordination "and" emergency disaster. "
This study established N1, N2, N3 and N4 emergency nurse division should have the professional competence and key behavioral indicators, through the analysis of professional skills, developed and summarized for each job function model, to establish different levels of personnel course map, clinical teachers can respond to learner performance to give appropriate advice and learning development assistance, by learning new things being erected scaffolding, when it reached the required learning outcomes and then dismantle this stage scaffolding learning, such scaffolding learning mode can be used as a direction for the future of emergency care unit nurse personnel training and training development.
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