護理臨床教師運用學習型態之教學經驗

Teaching Experiences of Nursing Preceptors Using the Memletic Learning Style

目的：護理臨床教師依新進護理人員之學習型態予個別性教學，能提升新進護理人員的學習興趣，協助其適應職場挑戰。本研究旨在探討護理臨床教師運用學習型態的教學經驗。方法：採質性研究，以立意取樣收案某醫學中心16位護理臨床教師，研究工具為半結構式訪談大綱，以深入訪談方式進行資料收集，及內容分析法分析護理臨床教師依新進護理人員的「Memletic學習型態」測驗結果運用於臨床教學之經驗。結果：經歸納分析後整理出三項主類目：一、體驗學習型態豐富多樣化，感受臨床教學之趣味性；二、反思臨床教學變化，翻轉教學新契機；三、困於Memletic學習型態之侷限。結論：護理臨床教師重視新進護理人員之學習型態而調整教學策略，營造正向的教學氛圍。

Purposes: Teaching using the individual learning styles of new nurses may increase their interest in new subjects and help them adapt to workplace challenges. This study was designed to explore the experiences of nursing preceptors when using the Memletic learning style to teach. Methods: We recruited sixteen nursing preceptors who worked in a medical center in central Taiwan. This study used semi-structured, in-depth interviews with a qualitative and purposeful sampling approach. Thematic analysis was used for content analysis of the teaching experience of preceptors using the learning style. Results: The findings had three main themes: first, experiencing the rich diversity of learning styles and interests in clinical teaching; second, reflecting on the changes in clinical teaching and flipped teaching inducing new opportunities; and third, being limited to the Memletic learning style. Conclusions: If new clinical nursing preceptors teach according to the learning styles of new nurses and adjust their teaching strategies, positive teaching and learning experiences would be created.