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題名:臨床照護創新之探究
作者:洪淑君
作者(外文):Shu-Jiun Hong
校院名稱:國立彰化師範大學
系所名稱:教育研究所
指導教授:吳璧如
學位類別:博士
出版日期:2013
主題關鍵詞:臨床照護創新護理教育clinical careinnovationnursing education
原始連結:連回原系統網址new window
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本研究旨在探究臨床照護的創新,期藉由理解臨床照護與創新的關係,進而形構臨床照護創新的內涵與實踐,並進一步討論其對於護理教育的啟示。在研究的第一階段,選擇12位護理領域的專家學者作為研究參與者,採用德懷術來探討臨床照護創新的內涵。在研究的第二階段,對41位護理創新競賽得獎者進行訪談,採用紮根理論探究其臨床照護的創新經驗。根據德懷術的研究結果發現:一、臨床照護創新包含護理設備、護理技術、護理模式、護理衛材及護理管理等五個向度;二、臨床照護創新包含全新性、新種類、改良性、易推廣性、安全性、人性化、周延性及成本合理性等八項指標;根據紮根理論探究的研究結果發現:一、臨床照護創新與個人特性有關;二、臨床照護創新受情境脈絡的影響;三、臨床照護創新經由行動策略而實踐;四、臨床照護創新帶來正向結果。最後,本研究歸納及統整出臨床照護創新的內涵與創新經驗對於護理教育的啟示,包括:一、強化護生對於護理專業認同的重要性;二、臨床照護創新與護理教學者的教學方式有關;三、護理教學者需充實個人之創新教學知能;四、臨床照護創新有助於護理專業的發展;五、強化臨床照護創新內涵成為護理專業的內涵。
This research aims to understand innovation in clinical care by exploring its content and practice and to discuss its implication for nursing education. In the first stage of the study, 12 experts and scholars in nursing field were chosen and the Delphi technique was used to investigate the content of innovation in clinical care. In the second stage of the study, a grounded theory of the innovative experiences of clinical care innovation emerged from the interview data of 41 prizewinners in the National Nursing Innovation Competition.
The key findings of the Delphi study are as follows: 1. The clinical care innovation contains five dimensions: nursing equipment, nursing technique, nursing model, nursing material, and nursing management. 2. The clinical care innovation contains eight indicators: new-to-the-world, new category, improvement, easy to popularize, security, user-friendly, comprehensiveness, and reasonable price. The key findings of the grounded theory study are as follows: (1) The clinical care innovation is related to the innovator’s personal characteristics. (2) The clinical care innovation is influenced by contextual factors. (3) The clinical care innovation is enacted through the action strategies. (4) The clinical care innovation results in positive outcomes.
The implications of this resesrch for nursing education includes: strengthening the professional identity of nursing students; relating innovation in clinical care to the teaching methods of nursing educators; enriching nursing educators’ innovative expertise and skills; using innovation in clinical care to enhance nursing professional development; and applying the dimensions and indicators of innovation in clinical care to enhancing nursing profession.
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