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題名：創新教學法運用於兒科護理學實習護生之感受
書刊名：醫護科技學刊
作者：林芳怡／李慈音／吳維紋 引用關係
作者(外文)：Lin, Fang-yi／Lee, Tzu-ying／Wu, Wei-wen
出版日期：2006
卷期：8:1
頁次：頁8-19
主題關鍵詞：教學法；學習活動；案例分析；模擬病房；Teaching method；Learning activity；Case study；Simulation exercise
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(3) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:0
  • 點閱點閱:65
「嚴重急性呼吸道症候群 (Severe Acute Respiratory Syndrome, SARS)」此新興傳染病爆發造成當時在醫院進行實習課程的師生，撤離實習單位改採其他方式完成實習課程，因此兒科教師群研擬出模擬臨床情境之「實習教學活動」。教師們依臨床情境、疾病型態及不同年齡層研擬個案情境，以實習小組學習的方式進行案例討論、模擬病房及角色扮演等教學活動。師生們經由校內實施「實習教學活動」的經驗中，經歷有別於以往的實習方式。 本研究採質性研究法，深入訪談十二位護生了解學生於此次創新策略下實習之學習歷程，結果發現針對小組討論，護生正向的感受有：能統整學理知識、清楚護理過程之概念、反省自己的思考模式、重返病房實習時較能應用學理於實務；負向的感受則有：討論會時間冗長無趣、擔心被老師糾正而不敢發言、喜歡真實情境的挑戰。在遊戲設計方面護生皆抱持正面肯定之反應，認為能發揮創意、成品能於實務情境應用。藉由觀看SARS研習光碟自學部份則認為能習得最新傳染病防護技能，然而負面回饋方面為光碟片畫質差、無臨場感。在模擬病房部份包括有角色扮演、拍攝錄影帶、技術演練及考核則可以引發主動參與之興趣、同儕合作及支持、不必擔心犯錯傷害到自己或病人、能增進人際互動溝通之技能。本研究以學習者為中心深入了解護生對於學習活動設計之回饋，得到的結果可作為護理教師於設計實習學習活動時的參考。
The outbreak of Severe Acute Respiratory Syndrome (SARS) in 2003 forced faculty members and student nurses to temporarily leave hospitals. Consequently, innovative teaching activities mimicking various pediatric clinical situations were designed by pediatric faculty members. Each faculty member led a group of 7-8 students in a series of innovative teaching activities, including discussing case studies, designing activities for pediatric patients, and role playing in the simulation lab, with the activities lasting several weeks. This qualitative study aimed to understand how the students evaluated the innovative teaching methods and how these methods helped them achieve the objectives of the clinical practicum. A total of 12 students were interviewed, and the students exhibited both positive and negative responses to different activities. To summarize, innovative teaching activities may be considered an adjunct to clinical practice in the future. The results of this investigation can provide a reference for future course design.
期刊論文
1.Johnson, J. H.、Zerwic, J. J.、Theis, S. L.(1999)。Clinical Simulation Laboratory: An Adjunct to Clinical Teaching。Nurse Educator，24(5)，37-41。  new window
2.Schuster, P. M.(2000)。Concept mapping: Reducing clinical care plan paperwork and increasing learning。Nurse Educator，25(2)，76-81。  new window
3.吳宗立(20001000)。情境學習論在教學上的應用。人文及社會學科教學通訊，11(3)=63，157-164。  延伸查詢new window
4.Dearman, C.、Lazenby, R. B.、Faulk, D.、Coker. R.(2001)。Simulated clinical scenarios。Nurse Educator，26，167-169。  new window
5.邢志紅(2002)。護理臨床教學的管理與策略之一-創造有效的學習環境。澳門護理雜誌，I ( l )，45 -47。  延伸查詢new window
6.Adams, M. H., Sherrod, R. A., Packa, D. R., Forte, L., lammon, C. A., Stover, L. M., et al.(2001)。Levels of prevention: Restructuring a curriculum to meet future health care needs。Nurse Educator，26(1)，6-8。  new window
7.Alexander, J. G., McDaniel, G. S., Baldwin, M. S.,、Money, B. J.(2002)。Promoting, applying, and evaluating problem-based learning in the undergraduate nursing curriculum。Nursing Education Perspectives，23(5)，248-253。  new window
8.All, A. C.,、Havens, R. L.(1997)。Cognitive/ concept mapping: A teaching strategy for nursing。Journal of Advanced Nursing，25(6)，1210-1219。  new window
9.Brunt, B. A.(2000)。Continuing education evaluation of behavior change。Journal of Nurses Staff Development，16(2)，49-54。  new window
10.Copp, S. L.(2002)。Using cooperative learning strategies to teach implications of the nurse practice act。Nurse Educator，27(5)，236-241。  new window
11.Heinzer, M., Beitz, J. M., Dreher, H. M., Ambrose, M. S., Flynn, E. R., Lauterbach, S. S., et al.(1997)。A program evaluation approach to drug administration education。Nurse Educator，24(4)，25-31。  new window
12.Hilton, P.(1996)。Clinical skills laboratories:Teaching practical nursing。Nursing Standard，10(37)，44-47。  new window
13.Kneebone, R., Kidd, J., Nestel, D., Asvall, S., Paraskeva, P.,、Darzi, A.(2002)。An innovative model for teaching and learning clinical procedures。Medical Education，36，628-634。  new window
14.Lee, C. J.,、Lamp, J. K.(2003)。The use of humor and role-playing in reinforcing key concepts。Nurse Educator，28(2)，61-62。  new window
15.Martin, J. H., Kinnick, V. L., Hummel, F., Clukey, L.,、Baird, S.(1997)。Developing outcome assessment methods。Nurse Educator，22(6)，35-40。  new window
16.Richardson, K.,、Trudeau, K. J.(2003)。A case for problem-based collaborative learning in the nursing classroom。Nurse Educator，28(2)，83-88。  new window
17.Tucker, D. A.,、Flannery, J.(1996)。The student process for success: The nursing care plan。Nurse Educator，21(1)，47-50。  new window
18.Wall, B. M.、Rossen, E. K.(2004)。Media as a teaching tool in psychiatric nursing education。Nurse Educator，29(1)，36-40。  new window
19.Welk, D. E.(2001)。Teaching students a pattern of reversals eases the care plan process。Nurse Educator，26(1)，43-45。  new window
20.Luckowski, A.(2003)。Concept mapping as a critical thinking tool for nurse educators。Journal for Nurses in Staff Development，19(5)，228-233。  new window
圖書
1.Wuthnow, Robert、Hunter, James Davison、Bergesen, Albert、Kurzweil, Edith(1984)。Cultural analysis: the work of Peter L. Berger, Mary Douglas, Michel Foucault and Jurgen Habermas。Boston, Mass。  new window
2.Guba, E. G.、Lincoln, Y. S.(1984)。Naturalistic inquiry。Newbury Park, CA：Sage。  new window
 
 
 
 
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