教學科技與多元情境於身體評估課程之教學實踐成效

Effects of Information Technology and Multiple Simulation Education in Physical Assessment Courses

身體評估是護理學生重要的臨床專業能力之一，在能力培育過程中，尊重、關懷的素養也同等重要。本文闡述於護理系四技學生身體評估能力培養的教學實務成果，以「人本、關懷」為核心思想，從「尊重、同理學生，才能教出尊重、同理人的好學生」為信念，並以「成果為導向教學法」的理念進行課程發展、教學活動與學習成效評量，運用教學科技、多元情境學習發展各項教學活動。學習成效方面，運用Miller的學習金字塔的臨床能力模式，以各項教學策略的質、量性評值及期末OSCE測驗來評值學生的學習成效。本項提升教學的相關理念源自2015年（103學年第二學期），持續規劃、編撰教材與執行，至2017年（105學年）完成具體成效評值。在創新與貢獻上，建構一套以Miller臨床能力金字塔為架構的身體評估教學計畫，發展出一套可持續、能複製、展現學習深度與廣度的身體評估教學模式，透過本文運用教學科技與多元情境方法的成果，希望能引發同儕進行教學檢視，進而調整教學方法，對於未來護理教育能有具體的助益。

Physical assessment is one of the important clinical competences for nursing students to obtain during school years. Cultivating students with respect and caring attitude is also important during the process of nurse education. This paper demonstrates the effects of patient-centered and caring-oriented teaching model in a physical assessment course. Multiple simulation education was applied to the physical assessment teaching model with the use of information technology. This teaching model was first built in 2015 and we continuously refined, compiled and implemented the model and teaching materials for two years. By 2017, a valid teaching model was finalized. The effects were evaluated with the concept of outcome-based education and the Miller's pyramid of clinical competence. Undergraduate nursing students participated in the implementation of the finalized model in 2017 in a university in northern Taiwan. Both qualitative and quantitative approaches were used to examine the nursing students' learning outcome of the physical assessment teaching model. The learning outcome was also examined by a set of objective structured clinical examination (OSCE). Taking Miller's pyramid of clinical competence as backbone, an innovative educational model of physical assessment was developed. This is a sustainable and replicable model for nurse educators to apply to cultivate nursing students with physical assessment competences with respect and caring attitudes.