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題名:護理專科學生知識管理能力、職涯發展能力及自我決定動機對專業承諾影響之研究
作者:邱紹一 引用關係
作者(外文):Chiu, Shao-I
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:趙志揚
學位類別:博士
出版日期:2006
主題關鍵詞:知識管理能力職涯發展能力自我決定動機專業承諾knowledge management abilityvocational development abilityself-determined motivationprofessional commitment
原始連結:連回原系統網址new window
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知識經濟時代,知識將是人類競爭能力的重要元素之一,社會企業組織對於技職教育所培育的人才,殷切期望學生能在畢業後迅速投入職場,所以學生的職涯發展能力也是企業組織重視的一環。另外,有鑑於國內護理人力培養充足的現況之下,醫療機構的護理人力卻出現不足與嚴重新人流失、轉業的窘境。本研究之主要目的在於了解護專學生的知識管理能力、職涯發展能力、自我決定動機之相關性及其對專業承諾之影響,期望藉此研究提供教育單位、家長及學生之參考,以提昇護理人員之素質,並進一步提昇整體護理照護品質。
本研究母群體為九十四學年度護專學校二年制與五年制的應屆畢業生,以叢級隨機抽樣方式抽取850名學生,回收率達94%,有效問卷計764份(89.88%)。本研究以單一樣本考驗、Pearson積差相關、結構方程式及焦點團體訪談進行資料分析。根據研究資料與分析結果,本研究結論包括以下幾點:
壹、護專學生之知識管理能力、職涯發展能力、自我決定動機及專業承諾的表現達顯著差異。
貳、護專學生之知識管理能力以非都市學校護專學生及就讀二年制非本科護理專科學生表現較佳。
參、護專學生之職涯發展能力以曾經打過工之護專學生及專科護專學生之表現較佳。
肆、護專學生在自我決定動機之表現以非都市學校護專學生、二年制非本科護理專科學生及專科護專學生之表現較佳。
伍、護專學生在專業承諾的認知表現以非都市學校護專學生及曾經打過工之護專學生較好。
陸、不同性別、不同家庭狀況、家庭社經地位在知識管理能力、職涯發展能力、自我決定動機與專業承諾上無顯著的差異。
柒、護專學生在知識管理能力、職涯發展能力、自我決定動機及專業承諾等變項各層面之間具關聯性。
捌、知識管理能力、職涯發展能力、自我決定動機各變項得分較高的學生在專業承諾上之認知表現較佳。
玖、本研究之護專學生知識管理能力、職涯發展能力、自我決定動機與專業承諾模式經修正後達適配。
本研究中護專學生的各項能力對其未來投入專業職場之承諾性皆有其影響性,因此,在學習過程及課程之安排應該融入本位教學之精神,以學生學習為中心,培育學生多元發展,以強化其對所學專業之承諾性。
In an era of knowledge-driven economy, knowledge is one of the most important elements considered in the competitive human power market; therefore, the training of the manager’s administrating ability of knowledge is very crucial. The business enterprises and organizations expect schools to educate and equip students with professional knowledge and skills in order to let them enter the job market soon after graduation. The main purpose of this study was to understand the influences of nursing students’ knowledge management ability, vocational development ability, and self-determined motivation to their professional commitment. The results of the research expected to offer schools, educators, parents, and students some references while screening and recruiting nursing workers in order to promote the nursing students’ professional quality and further to promote the quality of nursing care.
The population of the study included two-year and five-year graduating students in 2006. The sample were 850 students by random choiced from five schools. The method of statistics used t-test, pearson product moment correction, structural equation modeling, and focus group interview in the study. According to the research data and analysis, several conclusions were derived as following:
First, the knowledge management ability, vocational development ability, self-determined motivation, and professional commitment were significant. Second, the students in urban colleges and non tradition two-year nursing students on management ability performance were significant. Third, the students with part-time job experiences and junior nursing college student on vocational development ability performance were significant. Fourth, the students in non-urban colleges, non-tradition two-year nursing students, and junior nursing college student on self-determined motivation were significant.
Fifth, the students in non-urban colleges and the students with part-time job experiences on professional commitment were significant. Sixth, The knowledge management ability, vocational development ability, self-determined ability, and professional commitment, there is no significant difference in terms of gender, family background, and social and economic status. Seventh, there is a correlation among knowledge management ability, vocational development ability, self-determined motivation, and professional commitment. Eighth, the students with higher scores on knowledge management ability, vocational development ability, self-determined motivation would have higher scores on professional commitment. Ninth, there is a good fitness of the nursing students’ knowledge management ability, vocational development ability, self-determined motivation, and professional commitment relationship model.
Nursing students' knowledge management ability, vocational development ability, self-determined motivation have crucial influence on their future professional commitment. Therefore, educational authorities should incorporate competency-based and student-centered education into curriculum plan and learning process in order to let students have more career options and further incubate more professional commitment.
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