半日正念工作坊應用於提昇醫院臨床教師自我疼惜能力之成效研究

A Study on the Effectiveness of Applying Half-day Mindfulness Workshop to Enhance the Level of Self-compassion of Clinical Preceptors in the Hospital

在我國，教學醫院除了是醫師培訓的搖籃，更是許多醫事科系實習學生與新進醫事人員學習成長的所在。在教學醫院中，兼負「臨床教師」資格的醫事人員，在服務病患之餘，更要撥出時間來指導學生或學員，臨床、行政、教學的壓力三頭燒，可說是醫院裡壓力最大族群之一。財團法人醫院評鑑暨醫療品質策進會作為對醫療政策最具影響力之機構，近年師法美國，開始發展並鼓勵開辦以職場彈力（彈力或譯復原力，原文Resilience）為主題的師培課程，以正念養成、自我照顧與人際關係三面向切入，試圖以此促進臨床教師們的心理健康，進而對師生、產學關係及教學品質帶來提昇的果效。本研究以正念認知療法為基礎、並結合自我照顧議題，設計出適合臨床教師的「半日正念工作坊」，並邀請33名醫事臨床教師參與研究，進行工作坊課前、課後自我疼惜態度的測量，分析工作坊是否具備立即效果。研究結果發現27份有效樣本，前、後測平均總分分別為85.48分與89.15分。進一步以相依樣本T檢定分析，以0.05為顯著水準進行單尾考驗，前、後測自我疼惜態度平均總分差異達顯著（P＜0.05）。據此可推論，此工作坊對於提昇臨床教師之壓力調適顯有成效。對於工作繁忙的臨床教師，相較於需時更長的課程，此一半日工作坊應不失為一個值得推廣的選項。

In our country, teaching hospitals are not only the cradle for training physicians but also the place where many medical interns and new medical personnel learn and grow. In teaching hospitals, medical personnel who hold the dual role of '' Clinical Preceptors'' must, in addition to serving patients, also take time to guide students or trainees. They are often under significant pressure from clinical, administrative, and teaching responsibilities, making them one of the most stressed groups in hospitals.
The Joint Commission of Taiwan (JCT) as the most influential institution in medical policy, has in recent years followed the example of the United States and begun to develop and encourage the implementation of resilience-themed training programs. These programs focus on mindfulness training, self-care, and interpersonal relationships to promote the psychological health of clinical Preceptors teachers, thereby enhancing the quality of teacher-student and industry-academia relationships as well as overall teaching quality.
This study, based on Mindfulness-Based Cognitive Therapy (MBCT) and incorporating self-care topics, designed a ''half-day mindfulness workshop'' suitable for clinical preceptors. Thirty-three clinical teachers were invited to participate in the study, and their self-compassion attitudes were measured before and after the workshop to analyze its immediate effects. The results showed that from 27 valid samples, the average total scores before and after the workshop were 85.48 and 89.15, respectively. Further analysis using a paired sample t-test, with a significance level of 0.05 for a one-tailed test, indicated a significant difference in self - compassion attitudes before and after the workshop (P < 0.05).
It can be inferred from this that the workshop effectively enhances the stress adaptation of clinical teachers. For busy clinical teachers, this half-day workshop could be a valuable option worth promoting compared to longer courses.