不同背景：因素之護生自我導向學習之探討

Self-Directed Learning in Nursing Students with Different Background Factors

背景：培育護生具備自我導向學習能力，可作為其成為護理人員後專業成長能力的基礎。目的：本研究旨在了解護生自我導向學習的現況，並探討不同個人背景：因素之護生對自我導向學習的差異。方法：採橫斷式調查研究，以方便取樣，收集北部某技術學院的二技護生及南部某技術學院的四技護生之問卷調查資料。共發出550份問卷，以有效問卷537份進行統計分析。結果：20-21歲護生的整體自我導向學習及自我管理得分均顯著高於18-19歲的護生。日二技護生的整體自我導向學習、學習欲望和自我控制的得分分別顯著高於四技和二技進修部護生；日二技護生的自我管理亦依序顯著高於二技進修部和四技護生。很認同護理專業的護生的整體及各向度自我導向學習得分依序顯著高於認同和普通的護生。結論／實務應用：藉由探討不同背景：護生在自我導向學習之差異，建議護理教師加強四技和二技進修部護生自我導向學習能力，並提升護生對護理專業之認同。

Background: Fostering self-directed learning skills in nursing students may provide a foundation for improving the specialty knowledge of these nurses.Purpose: This study examines the current status of nursing student self-directed learning behavior and explores how different background factors impact self-directed learning.Methods: This research design used a cross-sectional survey and convenience sampling. A total of 550 questionnaires were distributed to participants in enrolled in nursing programs at a 2-year nursing program at an institute of technology in northern Taiwan and a 4-year nursing program at an institute of technology in southern Taiwan. A convenience sampling was used to collect data, with 537 valid questionnaires used in data analysis.Results: Results indicated that the self-directed learning and self-management of nursing students between 20-21 years old was significantly higher than those of students between 18-19 years old. Self-directed learning, desire of learning and self-control in 2-year nursing students were significantly higher than in 4-year and extension education department nursing student participants. Two-year nursing students had the highest self-management scores, followed by extension education department participants and 4-year nursing students. Finally, participants who associated highly with the nursing profession earned the highest self-directed total score, followed by those participants who associated generally and those who associated mildly.Conclusions / Implications for Practice: The results recommend that teachers at nursing institutes help students develop self-directed learning. Results also recommend teachers increase their students’ association with the nursing specialty through understanding the impact of different background factors on self-directed learning.