探討團隊導向學習策略於護理人員在職教育之學習成效

Efficacy of Applying Team-based Learning in the In-service Education of Nurses

目的：團隊導向學習策略為一種利用團隊學習過程，學習者自動自發吸取專業知識，培養溝通技巧、思辨處理問題態度，讓學習的記憶保留，提升護理人員在臨床上的照護品質。本研究旨在探討運用團隊導向學習策略，於在職教育後護理人員之學習成效。方法：本研究採類實驗設計，以中部兩家區域教學醫院隨機取樣，期間為2016年03月1日至05月31日，實驗組進行TBL教學共收案45人，對照組參與課室教學共收案42人，以選擇題測驗問卷評量自我準備及記憶保留程度、操作型技能直接觀察評量考核操作技能、學習滿意度問卷評估課後學習後滿意度。結果：實驗組介入TBL教學策略後發現在自我準備及記憶保留程度優於對照組，且達顯著差異（p＜0.05），另外在技能面由83.0％提升至89.8％，滿意度總平均高達95.2％以上。結論：不論實驗組或對照組在職教育的介入後，測驗成績皆明顯提升，但臨床上藉以TBL介入將更有效刺激護理人員學習動機、課前的自我準備度及學習記憶保留。

Purposes: Team-based learning (TBL) is a strategy that uses team learning to help learners acquire professional knowledge automatically and spontaneously and develop their communication skills, critical thinking, and problem-solving attitude, so as to retain learning memory and improve the nursing quality of clinical nursing personnel. This study aims at exploring the learning efficacy of using the TBL strategy for nurses' in-service education. Methods This study adopted an experimental design and used random sampling in two regional teaching hospitals in central Taiwan from March 1 to May 31, 2016. A total of 45 nurses were enrolled in the experimental group for TBL, while 42 nurses were enrolled in the control group for classroom learning. Multiple-choice tests and questionnaires were used to measure the levels of self-preparation and memory retention of the two groups; meanwhile, their operational skills were evaluated through direct observation, while their post-learning satisfaction was assessed by a learning satisfaction questionnaire. Results The results showed that, after the TBL intervention, the experimental group demonstrated a higher level of self-preparation and memory retention than the control group; the differences were statistically significant (p