重新定義大學手術全期護理教育——以「手術室護理暨實作」課程為例

培養專業能力一直是護理教育重要的指標。學校教育與專業實踐必需緊密相連，一旦存在差距，學生在課堂所學就無法適用於臨床情境中。國內手術全期護理教學，以教授手術前期、手術中期和手術後期病人照護為主，對於手術室刷手護理師實務工作，特別在手術進行中，如何傳遞手術器械給外科醫師的技能，僅能靠著實際跟刀的觀察來學習並累積其經驗，“對手術程序感到無從準備”成為新手最主要的壓力。有鑑於課程設計與評值成效，被視為護理教育者的核心能力之一，身為授課教師，將資訊科技融入手術全期護理課程中，並培養學生自我導向學習的能力，讓新手護理畢業生能平順地由新手過渡到進階學習者階段。本文即以闡釋手術全期護理教育理念以建構課程概念架構，作為「手術室護理暨實作」課程發展與實施之基礎，最後提出結論與建議。 Cultivation of professional abilities has long been the goal of nursing education. School education must be closely related to professional practices. When a gap exists between school education and professional practices, students cannot apply what they have learned in a clinical setting. In Taiwan, instruction in perioperative nursing focuses on patient care during the preoperative, intraoperative, and postoperative phases of an operation. Novice scrub nurses can only learn relevant nursing practices—in particular how to pass surgical instruments to surgeons—according to their observations when working with an experienced nurse during operations; thus, they accumulate their experience in this manner. These nurses typically experience stress because they feel unprepared for procedures. Designing courses and assessing learning results are often considered core abilities of a nursing educator. A nursing educator should integrate information technology into perioperative nursing courses and help students develop the ability of self-directed learning, smoothly transition from a novice to an advanced learner. Therefore, this article elucidated the philosophy of perioperative nursing education; constructed a conceptual framework to provide a foundation for the course development and implementation of Operating Room Nursing and Practice; and put forward conclusions and recommendations.