應用問題導向學習於護理倫理教學之課程規劃與評量工具之發展

The Application of Problem-Based Learning in Curriculum Design and the Development ofPerformance Measurement Tools in Nursing Ethics Instruction

護理倫理是護理人員執業的行為準則，護理人員是否能展現合宜的執業行為，與護理倫理教育方式是否適當有關。因此本研究旨在配合問題導向學習，進行護理倫理課程規劃和評值工具設計。本研究分二階段進行，第一階段進行以問題為導向的護理倫理課程規劃，第二階段進行教學後學生學習成效的評量工具設計。護理倫理課程採專家效度檢定，內容包括：課程宗旨、學習目標、教學大網、三套討論之教案、授課方式、學習評量等。護理倫理教學評量工具：一、醫學倫理辨識量表，採專家效度檢定，以重要性之CVI值大於。86做為選定標準，其再測信度為。95，最後確定為9個情境41題。二、紙筆測驗：2個情境考題由研究團隊討論修訂完成。本研究結果希望能提供各學校護理倫理教學之參考，使護理倫理教學更有效，未來的護理專業人員的行為，都能符合護理專業倫理的規範。Nursing ethics is the behavioral norm of nursing practices. Whether nurses can practice appropriately hinges upon whether the methods of nursing ethics education are appropriate. The aims of this study were the application of problem based learning in curriculum design and the development of performance measurement tools in nursing ethics instruction. The study included two stages. The first stage was the curriculum design for problem-based nursing ethics learning. The second stage was the design of tools for the measurement of students’ performance. The nursing ethics curriculum validated by experts includes curriculum objectives, learning goals, instruction outlines, case of discussion, instruction methods and performance assessment, etc. The performance measurement tools were ascertained via expert validity and the inclusion criteria were set at a CVI larger than .86. In addition, the test and retest reliability of the biomedical ethical discrimination reached .95. The final content of the biomedical ethical discrimination scale included 9 situations, 41 items, and 2 situation examinations. It is hoped that the results can provide references for nursing ethics instruction in the schools and make this instruction more effective. And the conducts of future nurses will all comply with the norms of professional nursing ethics.