線上精神科護理學實習中的團體對話促進反思學習之歷程

團體對話有助於促使學習者深入的思考，但對於線上精神科護理學實習中的團體對話之研究相當有限。本文在探討線上精神科護理學實習中的團體對話促進反思學習的歷程。研究者以參與式觀察法參與課程設計及執行，依據教師個人的教學日誌、護生實習心得、討論對話紀錄及情境模擬錄影檔案，進行內容分析。線上實習過程中的團體對話，是教師與學生共同創造出來的學習空間，而此學習空間有充分的觀看及聆聽的機會，進而引發學生反思。結果發現團體對話產生的反思學習歷程，包含覺察、啟發、成長三個階段。覺察階段，護生覺察到欲速則不達，耐心傾聽為首要。啟發階段，護生了解到社會對精神病患的歧視，以及精神病患回歸社區的困難。成長階段，護生從經驗中互相學習，進而看到自己的進步。

Despite that group dialogues help learners to engage in deep thinking, research on group dialogues in online psychiatric nursing internships is scarce. This paper examined the process of how group dialogues facilitate reflective learning in online psychiatric nursing internships. The researcher adopted participant observation to engage in course design and execution and conducted analysis based on teachers’teaching diaries, nursing students’comments on their internships, recordings of discussions and dialogues, and video documentation of role-play activities. The group dialogue during the online internship process is a learning space jointly created by teachers and students. This learning space has ample opportunities for viewing and listening, which in turn triggers student reflection. Three stages were found in the process through which group dialogues led to reflective learning, including awareness, illumination, and growth. During the stage of awareness, the students realized that haste made waste, and listening with patience should be their top priority. During the stage of illumination, they learned about the social discrimination against patients with mental illness and the challenges they experienced when they returned to their communities. During the stage of growth, the students learned from each other’s experiences and discovered their own progress.