不同教學方法對護生的血壓認知及技能表現的成效初討

The Effectiveness of Differrent Teaching Methods on Factual Knowledge and Psychomotor Skill of Blood Pressure Measurement among Nursing Students

本研究目的旨在比較三種不同教學法：前導組織、歸納組織及傳統講授對護生在血壓認知及技能方面表現的差異性。本研究採類實驗法(quasi-experimental design)分三組前後測設計。對象取自台灣東部某技術學院五專二年級學，依方便取樣抽樣2班78人，再以亂數表隨機將樣本分配至不同組別。敘述及推論性的統計方法如平均值(mean)、百分比(%)、配對樣本t檢定(paired t)、皮爾森積差相關(pearson correlation)、單因子變異數分析(one way Anova)用以檢測相關問題。結果發現三種教學法對知識的提昇有其助益性，但三組在知識及技能的表現無顯著差異。建議應增加評量單元或階段性及長期性的測試以提昇效度。The purpose of this study aimed to use three different teaching methods and compare the outcomes in terms of factual knowledge and skills among nursing students, while Quasi-experimental design, pre-test and post-test were employed. 78 convenient samples were drawn from two out of five classes in the second year students of a five-year nursing program in eastern Taiwan. Samples were randomly assigned to different groups. Data was analyzed by descriptive and inferential statistical methods including percentage, frequency distribution, means, standard deviation, paired t-test, Pearson’s Product Moment Correlations, and one way Anova. The results revealed that all three teaching methods enhanced the knowledge level within the group, but no significant findings were found in knowledge and skills among groups. Suggestions were provided for future study.