選擇方法、等待成長－－基本護理學實習教師之教學經驗

Selecting Methods and Awaiting Growth: The Teaching Experience of Fundamental Nursing Practicum Instructors

背景：基本護理學實習是護理專業的入門及基礎，多重因素影響護生臨床實習成效；其中實習教師是整體教學計劃的規劃與執行者，其所採行的教學方法、策略與教學態度極為關鍵。因此透過教師教學的反思，瞭解基本護理實習的教學特性，將有助於實習教師協助學生開發個人潛能，做為專業發展的基石。目的 從基本護理學實習教師觀點，探討基本護理臨床實習之教學特質。方法 本研究採質性研究法，研究對象為輔導技職院校科技大學四年制護理系基本護理實習之實習教師。資料收集的時間為基本護理實習期間，共進行五次焦點團體會議討論，每次時間約二至四小時。焦點團體主持人為研究主持人，針對學生學習表現，實習教學設計、教學經驗分享等議題，引導老師分享對學生學習表現的觀察與指導經驗，再以內容分析法進行資料分析。結果 實習教師所展現之基本護理臨床實習教學特質，共有三大主題，分別為需瞭解學生特質的「新手上路狀況多，慢慢行」，教師對於學生的「能力、心情與困擾需洞悉」，以及教學特質上應展現的「鼓勵支持中選擇方法」。結論／實務應用 基本護理實習教師需能了解學生學習特性，運用合宜的教學方法、策略與態度來進行輔導；而過程中，實習單位人員、環境的準備等均是使學生能有良好學習經驗不可或缺的要素。本研究結果，可提供帶領技職院校科技大學護理系基本護理學實習教師教學準備之參考。

Background: A constellation of factors accounts for teaching efficacy in the fundamental nursing practicum. Teachers play a critical role in terms of designing and executing an appropriate teaching plan, choosing effective methods, and holding appropriate teaching attitudes. It is thus extremely important that clinical teachers master the core characteristics of basic nursing practice.Purpose: This study aimed to illuminate the core characteristics of basic nursing practice for students for reference by clinical practicum teachers.Methods: Qualitative research was used to identify the fundamentals of nursing practice by clinical teacher. Five focus group meetings were convened during the practice period. The researchers presided over group discussions held during the normal weekly teaching schedule and lasting approximately 2-4 hours each. The content analysis was adopted to analyze the data.Results: Three major themes were proposed, including (1) student status: ”novices were stymied by problems and thus improved slowly”; (2) teacher awareness: ”teachers need to be aware of student capabilities, mood, and discomfort”; and (3) teaching style: ”a good choice of methods should support and encourage students.Conclusions/Implications for Practice: To cultivate professional nursing knowledge and self-confidence for future professional commitment, clinical teachers must first understand the characteristics and motivations of learning of their students and then select the, skills, and attitudes appropriate to provide step-by-step guidance. Communication with staffs and the preparation of atmosphere prior to nursing practice are also essential for students. Results provide insights into the technical college environment with regard to basic-level clinical nursing practice.