護專生參與以臨床問題為導向教學之經驗

The Experience of Problem-based Learning among Nursing Students during Clinical Practice

本研究旨在探討護專生於臨床實習中參與以問題為導向教學之經驗，共訪談25位五專護生，藉助半結構式問卷，以會談法深入瞭解研究對象之想法與行為反應，徵求研究對象同意全程錄音，並將所得資料轉為逐字稿；再以內容分析法進行資料分析與歸納。研究結果顯示，護專生參與臨床問題為導向教學之經驗共可概括三個類目，分別為：學習能力之提升、學習態度之改善、學習之情境壓力等主題。其中，學習之情境壓力包括：先備知識缺乏；團體動力之隱憂；資料檢索之壓力；歸納整合之壓力；時間不足之壓力。本研究結果有助於護理教育之改善，並做為輔導護生實習之參考。

The purpose of this qualitative study was to explore the perception and reaction of nursing students being taught by problem-based learning (PBL) technique during clinical practice. A purposive sample of 25 5th year student-nurses participated in the study. Data were collected with a semi-structured interview guide. The interviews were tape recorded and then transcribed. The content of the interviews was analyzed and categorized using content analysis method. Three major themes of experience were found, including improvement of students’ learning effectiveness, improvement of students’ learning attitude, and stress perceived during PBL period. Some of the stress perceived during PBL were associated with the students’ insufficient prior knowledge, worries about group dynamics, stress of seeking information, stress of integrating information, and stress of inadequate time. These findings served as a reference for improving the quality of nursing education and clinical practice.