新進護理人員學習型態與護理能力進階之調查

Learning Styles and Nursing Clinical Ladder in Newly Employed Nurses

本研究旨在探討某醫學中心新進護理人員學習型態及護理能力進階狀況，採描述性研究設計，以Memletic learning styles inventory 學習型態結構式問卷，調查132 位新進護理人員在到職時，及滿2 年護理能力進階的分佈情形。結果發現護理人員到職時學習型態得分前三個構面，依序為團體型、聽覺型及動覺型，滿2 年的臨床護理教育護理人員在護理能力進階取得N1 有84 人及N2 有22 人，且2 年後的學習型態在N1 者為聽覺型、團體型及動覺型；N2 者為聽覺型、獨立型、視覺型和邏輯推理型（並列第三）；學習型態對護理能力進階在統計上無顯著差異。本研究建議護理臨床教師能了解新進護理人員學習型態適性教學，以作為未來多元教學策略與活動設計之參考。

This descriptive study explored the learning styles and nursing clinical ladder in newly employed nurses by surveying Memletic Learning Styles and nursing clinical ladder in 132 nurses who were newly employed in 2012 and remained in the ward till 2014. The social, aural, and physical sections were the leading sections in the learning style when sorted by high scores for newly on-boarding nurses. After a 2 year on-the-job training, 84 nurses were upgraded to N1, and 22 to N2.The three leading learning styles of N1-entitled nurses were aural, social, and physical styles and those of N2-entitled nurses were aural, solitary, and visual and logical styles. However, no differences were observed between the learning styles and nursing clinical ladder. We conclude that the learning style of nurses should be determined and individualized teaching method must be adopted for enhancing learning effects and competence in newly employed nurses.