情境教學對護生學習成效之探討──以重症護理學為例

The Effectiveness of Situation Education on Critical Care Nursing Among Nursing Students

目的
主要目的為培育護理系學生具備問題解決能力，發展重症護理學情境教學教材並探討其應用於護生之學習成效。
方法
以中部某科技大學護理系學生為對象，採單組類實驗之設計，導入情境教學策略，以問題解決能力評估測驗及學習反思紀錄成效分析之依據，課前收集前測資料，於課程教學單元完成後進行後測資料收集，研究資料以SPSS18套裝軟體建檔進行統計分析。本研究通過IRB後公開招募，共有64位學生參與，進行6個星期的情境教學，比較前、後學習之成效。
結果
情境教學教材應用於重症護理學課程後，學生使用數位平台學習時間從平均5.5分鐘明顯增加到83.6分鐘，問題解決能力測驗含自覺情境處理能力從76.0分提升至87.2分，及動靜態心電圖判讀能力明顯從45.1分進步到88.2分，有效提升學習成效，學習滿意度高達9成學生感到非常滿意。
結論
透過情境教學及加護中心情境學習實作經驗，融入重症單位之情境教學教材，藉以訓練學生問題解決能力，增加學生對重症護理學的學習成效與樂趣。幫助學生對加護中心專業人員的角色功能與就業的了解，有助於個人職業探索，拉近課室學習與未來就業的距離，提升就業信心與適應力。

Purposes
The primary objectives of this study are to inculcate problem-solving skills of nursing students, to develop situated teaching materials for critical care nursing, and to explore their effectiveness in enhancing the skills of nursing students.
Methods
Nursing students at a technical university in central Taiwan were recruited as participants. A one-arm quasi-experimental design was adopted, and a situated teaching strategy was introduced. Problem-solving skills evaluation and learning reflection were used to analyze effectiveness. Pre-test data were collected immediately before class, and post-test data were collected after the course. SPSS Windows software version 18 was used for statistical analysis. Open recruitment began after the IRB approved this study, and 64 students participated. Situated teaching was conducted for 6 weeks, during which we assessed learning outcomes before and after the course to measure any changes.
Results
After situated teaching materials were used in critical care nursing, the mean time spent on digital platform learning increased significantly from 5.5 min to 83.6 min; perceived scenario management skills in the problem-solving skill test increased from 76.0 points to 87.2 points; and resting or ambulatory electrocardiography interpretation ability increased significantly from 45.1 points to 88.2 points. This shows that learning outcomes improved effectively, and 90% of students were delighted.
Conclusions
Combining situated teaching and practical scenarios from the intensive care unit in the critical care department’s teaching materials can enhance students’problem-solving skills, boost learning outcomes, and increase their interest in critical care nursing. This approach aids students in comprehending the roles and functions of professional staff in the intensive care unit, facilitates personal career exploration, and bridges the gap between classroom learning and future employment. It also enhances employment confidence and adaptation. (