疫情期間護生線上實習滿意度及其相關因素之探討

Satisfaction with online internships and related factors in nursing students during the pandemic period

背景：護理系學生透過實習將所學應用在臨床照護中，是培養專業認知及奠定專業基礎的重要歷程。然而疫情期間，為降低師生感染風險，各校多採用實習替代課程，面對實習方式遽然改變，如何在有限的環境及資源達成實習目標，並擁有和臨床實習相同的成效是一大挑戰。
目的：探討護理系學生線上實習的自我效能、適應程度及滿意度的狀況，及線上實習滿意度的相關因素。
方法：本研究採橫斷式研究，以結構式問卷調查，用自擬之「護理系學生對於線上實習自我效能、適應程度及滿意度量表」為研究工具，以SPSS 28.0統計軟體，進行描述性統計、t檢定、相關分析及迴歸分析。
結果：共150位學生參與本研究，平均年齡21.85歲( SD = 0.63 )，女性有134位( 89.3%)。學生線上實習自我效能總分平均為19分( SD = 3.06 )；學生線上實習適應程度總分平均為80.25分( SD = 9.95 )；學生線上滿意度總分平均為60.74分( SD = 9.78 )，滿意度五個構面中，得分最高至最低依序為「線上實習環境( M = 4.05，SD = 0.06 )」、「線上實習互動性( M = 3.74，SD = 0.72 )」、「線上平台( M = 3.58，SD = 0.76 )」、「線上實習成效M = 3.36，SD = 0.78 )」、「線上實習技術操作( M =2.92，SD = 0.92 )」；經歷完整線上實習的次數和線上實習滿意度呈顯著負相關( r = -0.22，p = 0.01)；自我效能與線上實習滿意度呈顯著正相關( r = 0.59，p < 0.001 )，迴歸分析的結果，經歷完整線上實習的次數無法預測線上實習滿意度，僅剩自我效能為線上實習滿意度的預測因子( R 2 = 36%，p < 0.001 )。
結論/實務應用：本研究發現自我效能為線上實習滿意度的重要相關因素，因此應運用多元策略增加學生自我效能，能增加其滿意度，結果可作為學校安排線上實習的參考，提供師生更良好的實習規劃。

Background: Internships play a crucial role in helping nursing students apply their knowledge in clinical settings, fostering professional awareness and laying the foundation for their expertise. However, during the pandemic, many schools replaced traditional internships with alternative courses to minimize the risk of infection among faculty and students. The abrupt shift to online internships, characterized by limited resources and environments, posed significant challenges in meeting internship objectives and achieving outcomes comparable to traditional clinical placements.
Objective: This study aims to explore nursing students' self-efficacy, adaptation, and satisfaction in the context of online internships, as well as identify the factors associated with online internship satisfaction.
Method: A cross-sectional design was employed, utilizing a structured questionnaire survey. The research instrument used was the self-developed ''Scale of Self-Efficacy, Adaptation, and Satisfaction in Online Internships for Nursing Students.'' Statistical analyses were performed using SPSS 28.0, including descriptive statistics, t -tests, one-way analysis of variance (ANOVA), correlation analysis, and regression analysis.
Outcome: A total of 150 students participated in the study, with an average age of 21.85 years (SD = 0.63). Among the participants, 134 were female (89.3%). The average self-efficacy score for students' online internships was 19 (SD = 3.06), the average adaptability score was 80.25 (SD = 9.95), and the average satisfaction score was 60.74 (SD = 9.78). Among the five dimensions of satisfaction, the scores ranked as follows, from highest to lowest: ''Online Internship Environment'' (M = 4.05, SD = 0.06), ''Online Internship Interactivity'' (M = 3.74, SD = 0.72), ''Online Platform'' (M = 3.58, SD = 0.76), ''Online Internship Effectiveness'' (M = 3.36, SD = 0.78), and ''Online Internship Technical Operation'' (M = 2.92, SD = 0.92). The number of completed online internships showed a significant negative correlation with online internship satisfaction (r = -0.22, p = 0.01). Self-efficacy was significantly positively correlated with online internship satisfaction (r = 0.59, p < 0.001). Regression analysis revealed that the number of completed online internships did not predict satisfaction; however, self-efficacy remained a significant predictor of online internship satisfaction (R²= 36%, p < 0.001).
Conclusion/Practical Application: This study found that self-efficacy is a key factor influencing satisfaction with online internships. Therefore, implementing strategies to enhance students' self-efficacy may also increase their satisfaction. These findings can inform schools in the design and organization of online internships, providing valuable insights for improving internship planning for both faculty and students.