體驗教學在中醫護理課程的應用

Application of“Experience Teaching”in Chinese Medicine Nursing Course

"本文說明以「體驗教學在中醫護理課程的應用」之歷程與成效。筆者運用「體驗學習」的理念與原則，分四階段，逐步採用影像學習、自我探索與同儕合作學習、臨床實務學習及服務學習等體驗教學方法於中醫護理學課室活動中。以107 學年第二學期四技與108 學年第一學期進修二技選修此課程的學生為對象，運用量性及質性資料呈現課程介入後學生的學習成效。 結果顯示：學生對「體驗教學」評量的平均分數在4.73 分以上 ( 最高分5 分)，學生參與體驗教學中之服務學習後在「自我認識及自信」、「溝通」、「問題解決能力」、「公民參與及社會責任」及「團隊技能」得分都有顯著增加(p < .05)。在質性評量上，學生陳述能體驗中醫護理的實際情境、主動參與課室活動、提升中醫護理專業能力，理解此課程在生活保健及臨床的實用性，並能將所學知能服務身邊周遭的人。顯示本創新課程設計所建構的「體驗教學」歷程有助於提升學生對於中醫護理課程的學習動機、課室參與，增益中醫護理專業知能及實務應用能力。未來能將此創新設計推廣到其他課程、學術單位及醫療機構之教學上。"

"This article discusses the course and effectiveness of “Experience Teaching in the application of Chinese Medicine Nursing Courses”. The author using the concept and principles of “experiential learning” in four stages, and gradually adopts image learning, self-exploration and peer collaborative learning, clinical practice learning, and service learning to traditional Chinese medicine nursing classroom activities. The implementation targets were students who attended this course at the four-year daytime college in the second semester of the 2018 academic year and the two-year nighttime student college in the first semester of the 2019 academic year. Quantitative and qualitative data was used to present students’ learning effectiveness after the intervention of the curriculum. The results show that the average score of students on the “experience teaching” was above 4.73 (up to 5 points). The learning efficacy after participating in the service learning in experiential teaching, showed that students were in “self-knowledge and self-confidence”, “communication”, “problem-solving ability”, “Citizen Participation and Social Responsibility” and “Team Skills” between the pretest and the posttest all increased significantly (p < .05). In terms of qualitative assessment, students state that they can experience the actual situation of TCM nursing, actively participate in classroom activities, improve their professional competence in TCM nursing, understand the practicality of this course in health care and clinical practice, and be able to serve the people around them. It shows that the course of “experience teaching” constructed by this innovative curriculum design helps to enhance students’ motivation to learn Chinese medicine nursing courses, classroom participation, and increase the professional knowledge and practical application ability of Chinese medicine nursing. In the future, this innovative design can be extended to the teaching of other courses, academic units and medical institutions."