問題導向學習策略於「兒童虐待與疏忽」教育訓練課程活動成效之探討

Effectiveness of Applying Problem-Based Learning to a Nursing Course on “Child Abuse and Neglect Cases”

面對「兒童虐待與疏忽」(CAN)個案，護理人員為第一線處理及通報人員，須具備問題解決技巧及批判思考能力，才能適當因應；而「問題導向學習」(PBL)法為增進上述能力的最佳策略之一。本研究目的是在探討PBL 法於CAN 課程之應用成效。研究方法採類實驗研究設計法，以方便取樣選取80 位參與者，其中40 人為實驗組，另40 人為對照組。研究結果顯示PBL 教學後，實驗組有較高的CAN 認知；在自我導向學習、批判思考、獨立學習、團體互動參與和推理技巧等PBL 評量上，實驗組前、後測進步得分均顯著高於對照組；質性回饋亦給予「同儕互相學習與成長，逐漸展現能力與自信心」及「互相腦力激盪，學習CAN 的解決方法」等高度評價。

Nurses are in the forefront of reporting CAN cases. Nurses must have problem-solving skills and critical thinking ability when they encounter and appropriately deal with child abuse and neglect (CAN) cases. Problem-based learning (PBL) is one of the best strategies to enhance the above abilities. The purpose of this study was to investigate the effectiveness of applying PBL to a CAN course. A quasi-experimental research design was implemented and two groups’ pre-test and post-test results were compared. A convenience sample of 80 nursing students agreed to participate in this research, of which 40 were selected as the experimental group and the remainder were included in the control group. Participants who attended this study had more knowledge of CAN than the non-participants. Also, the improvement scores between pre-test and post-test of the experimental group in “self-directed learning”, “critical thinking”, “independent learning , “group interaction and reasoning skills” of PBL assessment were significantly higher than those of the control group. In qualitative feedback, the participants had high evaluation in the dimensions of "peer mutual learning and growth to gradually show the ability and confidence" and "mutual brainstorming and learning CAN solution".