四技護理系學生多元入學之學習成效分析

Analyzing the learning effectiveness of multiple enrollment of nursing students in four-year University of Technology

背景：四技多元入學之學生來源十分多元，不同管道入學學生學習背景差異性大，學習成效是否具有差異性，考照率是否不同，進入職場後工作滿意度是否具有差異性。
目的：探討四技多元入學學生之基本屬性、學業成績、執照考通過率與進入職場一年內之工作滿意度之相關性。
方法：本研究資料來源為校務研究中心資料庫，以護理系 04學年度入學學生為研究對象，研究有效樣本數為529位。資料以SPSS 28.0版統計軟體進行分析，統計方法含描述性統計、卡方、獨立樣本t檢定、單因子變異數分析。
結果：各個入學管道在畢業率、休退學及延畢之比率方面未達顯著差異（p > .05）。申請入學者考取執照的比率顯著較高，而技優甄審及海聯入學者未考取執照的比率顯著較高（p＜.000）。性別在考取執照的比率達顯著差異，女性考取執照比率高於男性（p＜.05）。進入職場後，工作滿意度在各入學管道之間沒有顯著差異（p > .05）。
結論：各個入學管道在畢業率、休退學及延畢之比率方面未達顯著差異，但是申請入學者考取執照的比率顯著較高，可以增加申請生的招生名額。應加強技優甄審及海聯入學者與男學生之考照輔導。

Background: The sources of students admitted through multiple pathways into four-year technical programs are highly diverse. There are significant differences in the educational backgrounds of students admitted through different channels. This raises questions about whether there are differences in learning outcomes, licensure pass rates, and job satisfaction after entering the workforce.
Objective: To explore the relationship between the basic attributes of students admitted through multiple pathways into four-year technical programs, their academic performance, licensure pass rates, and job satisfaction within one year of entering the workforce.
Method: The data for this study was sourced from the Institutional Research Center database, focusing on students admitted to the Nursing Department in the 2015 academic year, with a valid sample size of 529 students. The data was analyzed using SPSS version 28.0, with statistical methods including descriptive statistics, chi-square tests, independent samples t-tests, and one-way ANOVA.
Results: There were no significant differences in graduation rates, dropout rates, or delayed graduation rates among the different admission pathways (p > .05). However, the licensure pass rate was significantly higher for students admitted through the application process, while students admitted through the special skills and United Entrance Examination pathways had significantly higher rates of not passing the licensure exam (p < .0001). Gender also showed a significant difference in licensure pass rates, with females having a higher pass rate than males (p < .05). After entering the workforce, there were no significant differences in job satisfaction across the different admission pathways (p > .05).
Conclusion: While no significant differences were observed in graduation, dropout, or delayed graduation rates across admission pathways, the higher licensure pass rate among students admitted through the application process suggests that expanding applicant admissions could be beneficial. Enhanced support and licensure exam preparation are recommended for students admitted through the special skills and United Entrance Examination pathways, as well as for male students.