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題名:護理臨床教師教學能力進階訓練成效初探
書刊名:榮總護理
作者:翁新惠齊珍慈王敏華陳淑芬高淑雰陳美碧吳祚光傅玲
作者(外文):Wung, Shin-hueyChi, Chen-tzuWang, Min-huaChen, Shun-fenKao, Shu-fenChen, Mei-bihWu, Tso-kuangShaw, Fu-ling
出版日期:2012
卷期:29:2
頁次:頁167-175
主題關鍵詞:護理臨床教師一分鐘教師客觀結構式教學活動教學技巧Nursing preceptorOne-minute preceptorOMPObjective structured teaching exerciseOSTE
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(2) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:4
  • 點閱點閱:9
本研究旨在運用一分鐘教師(One-Minute Preceptor, OMP)教學技巧及客觀結構式教學活動(Objective Structured Teaching Exercise, OSTE)方法,建置一「護理臨床教師進階訓練模式」,並評值其對於護理臨床教師教學能力之影響。研究對象為北部某醫學中心護理臨床教師及其所帶領的新進理人員各收案15名。採類實驗前後測研究設計,並對護理臨床教師施以護理臨床教師教學能力進階訓練模式之介入措施,以自擬的OSTE 評量表、進階訓練滿意度及臨床教學能力評量問卷,評量護理臨床教師教學能力。本研究所建置的護理臨床教師進階訓練模式,為一日的客觀結構式教學活動工作坊,包括兩個臨床教學教案考站之OSTE前、後測試,以及一小時的OMP教學技巧課程介紹。研究結果顯示,護理臨床教師在接受介入措施前、後之教學能力達顯著差異(p < .001),且對介入措施能提升自己教學能力的滿意度達100%;而新進護理人員對護理臨床教師接受介入措施後,運用教學技巧的頻率與滿意度均較介入前為高(p < .001)。由此得知,本研究所建置的「護理臨床教師進階訓練模式」,能有效提升護理臨床教師的教學能力,可以應用於臨床師資之培育,以增進護理臨床教師之教學技巧。
The purpose of this study is to develop and evaluate an advanced teaching training program for the clinical nursing preceptors. A quasi-experimental pretest-posttest design was used. Fifteen preceptors of a medical center in northern Taiwan were recruited. They have attended the advanced teaching training program, which is a one-day Objective Structured Teaching Exercise (OSTE) workshop including a 60-minute one-minute preceptor (OMP) lecture and pretest-posttest of OSTE. Data was collected by pre and post OSTE evaluation and subjective structured questionnaires devised by the researchers. The questionnaires included a preceptor's satisfaction questionnaire toward the OSTE workshop, the assessment of the frequency of applying teaching skills of preceptors and the satisfaction of the preceptees toward the preceptors' teaching skills before and after the workshop. The results were as follows: The posttest score of OSTE was significantly higher than the pretest score (p<.oo1). All of the preceptors' self-assessments showed improvement in their teaching competencies after attending the workshop, more frequency of the teaching skills showed by the preceptors and the satisfaction rate toward the preceptors' teaching skills was significantly higher than before (p<.oo1). The result showed that this program could enhance the teaching competency of nursing preceptors. The findings of this study may help improve nursing competency among nursing preceptors and may also help nursing educators develop an effective teaching training program for nursing preceptors. These might help to satisfaction among preceptees in order to retain novice nurses.
期刊論文
1.劉敏、劉克明(20060600)。以客觀結構式教學測驗(OSTE)評量臨床教學技巧。醫學教育,10(2),98-104。new window  延伸查詢new window
2.DeSilets, L. D.、Dickerson, P. S.(2008)。Assessing competency: A new accreditation resource。The Journal of Continuing Education in Nursing,39(6),244-245。  new window
3.Elizabeth, E.、Lou, H.、Judith, L. B.(2006)。Measuring outcomes of a One-Minute Preceptor faculty development workshop。Journal of General Internal Medicine,21(5),410-414。  new window
4.Floyd, J. P.(2003)。How nurse preceptors influence new graduates。Critical Care Nurse,26,S52-S59。  new window
5.Furney, S. L.、Orsin, A. N.、Orsetti, K. E.、Stern, O. T.、Gruppen, L. D.、Irby, D. M.(2001)。Teaching the one-minute preceptor。Journal of General Internal Medicine,16(9),620-624。  new window
6.Hom, E. M.(2003)。Coaching and mentoring new graduates entering perinatal nursing practice。Journal of Perinatal and neonatal Nursing,17(1),35-49。  new window
7.Kertis, M.(2007)。The one-minute preceptor: A five-step tool to improve clinical teaching skills。Journal for Nurses in Staff Development,23(5),238-242。  new window
8.Neher, J. O.、Stevens, N. G.(2003)。The oneminute preceptor: Shaping the teaching conversation。Family Medicine,35(6),391-393。  new window
9.Neher, J. O.、Gordon, K. C.、Meyer, B.、Stevens, N.(1992)。A five-step micro skills model of clinical teaching。Journal of the American Board Family Practice,5(4),419-424。  new window
10.Post, R. E.、Quattlebaum, R. G.、Benich III, J. J.(2009)。Residents-as-teachers curricula: A critical review。Academic Medicine,84(3),374-380。  new window
11.Scott, E. S.、Smith, S. D.(2008)。Group mentoring a transition-to-work strategy。Journal for Nursing Staff Development,24(5),232-238。  new window
12.William, H.(2006)。Evidence-based office teaching-the five step micro skills model of clinical teaching。Family Medicine,38(3),164-167。  new window
其他
1.劉克明(20091223)。全國醫學校院聯合試辦臨床技能測驗整體規劃,http://enews2.kmu.edu.tw/index.php/Enews。  延伸查詢new window
 
 
 
 
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