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題名:生死學課程對護生的影響--以小團體教學策略為例
書刊名:中臺學報
作者:黃慧莉陳雯婷林惠賢 引用關係
作者(外文):Hwang, Huei-lihChan, Wen-tingLin, Huey-shyan
出版日期:2006
卷期:17:3
頁次:頁111-134
主題關鍵詞:生死學護生小團體Life and death studyNursing studentsSmall group
原始連結:連回原系統網址new window
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  • 共同引用共同引用:118
  • 點閱點閱:18
本研究以小團體的教學策略應用於生死學課程中,並探討其對專科護生之影響。採實驗組前後測設計方式,以自填問卷、師生單元心得及焦點訪談方式蒐集資料。共計42名的學生參與前後測的問卷填寫,並參與9個單元(9小時)的小團體教學活動,由研究者擔任小團體的催化、領導員。本研究自變項為小團體教學,依變項為受試者在生命態度、死亡態度、死亡概念以及團體感受上的得分。量性資料顯示前後測死亡概念並無顯著差別,學生並無增加對死亡的扭曲;在前後測死亡態度得分上有顯著地正向改變,且與團體感受成正相關。質性資料部分,以立意取樣19位學生進行焦點團體訪談,並轉錄成逐字稿後,結合單元活動心得,將之整理歸類為教學內容與教學策略二方面,發現學生由課程中得到「生死操在我」、「禁忌隨雲散」的領悟,藉由小團體教學方式學生可得到「人際學習」和「自我成長」。本研究可提供課程介入影響學生生死態度之情形,此教學策略也可提供日後教學或研究時的借鏡。最後建議在一位老師進行班級生死學小團體教學時,可延長時間、增添生命的議題以及教師的綜合解說、有需要多與學生溝通以利在生死學課裡執行小團體教學策略時提升教學的互動品質。
The purpose of this study was to assess the effect of a small group intervention on life and death studies (LDS) course in junior college nursing students. A pretest-posttest design was applied in treatment group. The participants totally were 42 members and received LDS course for 18 hours in nine weeks. The independent variable was group intervention, while the dependent variable was death concept, death attitudes, life attitudes and group perception. The paired t-test compared with course intervention before and after was used to test the effect of teaching. The researchers also analyzed the contents obtained from the transcript of the focus group interview conducted by 19 purposive sample students and from feedback sheets of the students in the treatment group. There were two themes for each two categories classified as “life and death rely on me”, and “death taboo was gone with wind” under course contents; “learning through interaction”, and “self-growth” under teaching strategies. This study provides a supportive evidence for the quantity result and some degree of interpretation for how that death attitude changes by the course intervention. In addition, the results serve as a mirror for further research and teaching. Finally, this study suggests extending duration of small group teaching, some more life related issues and summary in course content, and more communication with students to improve the quality of teaching-and-learning interaction for implementing this teaching measure in LDS.
期刊論文
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12.吳庶深、劉欣懿(20021100)。高中生死取向生命教育課程設計之探討。安寧療護,7(4),283-300。new window  延伸查詢new window
13.高博銓(20030700)。教學評量的基本原則。教育資料與研究,53,120-125。new window  延伸查詢new window
14.許文耀、林宜旻(19990600)。自殺危險性發生模式驗證。中華心理學刊,41(1),87-108。new window  延伸查詢new window
15.黃慧莉、林惠賢(20000400)。護生的死亡態度與對老人之態度以及兩者之關係和影響因素。護理研究,8(2),214-226。new window  延伸查詢new window
16.鄭玉英(19901200)。心理劇參加者的獲益程度研究。東吳政治社會學報,14,605-625。  延伸查詢new window
17.Klug, L.、Sinha, A.(1987)。Death Acceptance: A Two-Component Formulation and Scale。Omega: Journal of Death and Dying,18(3),229-235。  new window
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19.翟文棋、連廷嘉(20011200)。生死教育團體方案對高中生的生命意義感及死亡態度之影響研究。屏中學報,9,155-184。  延伸查詢new window
20.Sandelowski, Margarete(1986)。The problem of rigor in qualitative research。Advances in Nursing Science,8(3),27-37。  new window
21.鍾春櫻(19940900)。死亡教育對護專學生死亡態度之影響。護理研究,2(3),227-238。new window  延伸查詢new window
22.曾煥棠、林綺雲、林慧珍、傅綢妹(19980900)。生死學教學對護理學生生死態度的影響。中華心理衛生學刊,11(3),49-68。new window  延伸查詢new window
23.潘正德(19961200)。Hill口語互動行為與團體效果之關係暨相關因素之研究--以家庭探索團體為例。中華輔導學報,4,203-257。new window  延伸查詢new window
會議論文
1.曾煥棠(2000)。生死學的教學成效與檢討:以護理學院為例。全國大學院校生死課程教學研討會。彰化:彰化師範大學。23-28。  延伸查詢new window
學位論文
1.黃禎貞(2001)。生命魔法師--國中生死亡教育課程設計與評鑑之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.宋秋蓉(1992)。青少年生命意義之研究(碩士論文)。國立彰化師範大學,彰化縣。  延伸查詢new window
3.何紀瑩(1994)。基督教信仰小團體對提高大專學生生命意義感的團體歷程與效果研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
4.葉寶玲(1999)。死亡教育課程對高中生死亡態度、憂鬱感及自我傷害行為影響效果之研究(碩士論文)。彰化師範大學。  延伸查詢new window
5.鄭淑里(1995)。死亡教育課程對師院生死亡態度的影響(碩士論文)。國立師範大學。  延伸查詢new window
6.劉德威(1997)。青少年生死態度與自殺危險程度關係之研究(碩士論文)。中原大學。  延伸查詢new window
7.賴怡妙(1998)。死亡教育團體方案對臺灣師大學生死亡態度及生命意義感之影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.Vaughn, S.、Schmm, J. S.、Sinagub, J.、王文科、王智弘(1999)。焦點團體訪談。台北:五南。  延伸查詢new window
2.林焜輝(1999)。小圑體動力學。台北:揚智。  延伸查詢new window
3.黃慧莉(2003)。符合生死取向的生死學--大專生通識教育教學之行動研究。台北:心理。  延伸查詢new window
4.Hargreaves, A.、Earl, L.、Moore, S.、Manning, S.(2001)。Learning to change。San Francisco:Jossey-Bass。  new window
5.雷若莉(1996)。質性研究設計。台北:華杏。  延伸查詢new window
6.Patton, M. Q.(1990)。Qualitative evaluation methods。Newbury Park, CA:Sage。  new window
7.鈕則誠、趙可式、胡文郁(2001)。生死學。國立空中大學。  延伸查詢new window
8.Frankl, V. E.(1963)。Man's search for meaning。New York:Boston:Pocket Book:Beacon。  new window
9.Krueger, Richard A.(1994)。Focus Groups: A Practical Guide for Applied Research。Sage。  new window
10.張淑美(1996)。死亡學與死亡教育:國中生之死亡概念、死亡態度、死亡教育態度及其相關因素之研究。高雄:復文。  延伸查詢new window
11.余玉眉、田聖芳、蔣欣欣(1991)。質性研究:田野研究法於護理學之應用。臺北:巨流。  延伸查詢new window
12.潘正德(1995)。團體動力學。臺北市:心理出版社。new window  延伸查詢new window
圖書論文
1.張瓊云(2002)。生命的意義、價值和目標。生命教育。台北:揚智。  延伸查詢new window
2.Nelson, R. C.(1992)。Counselors, teacher and death education。Helping Students Cope with Fears and Crises。Ann Arbor。  new window
 
 
 
 
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