探討護理臨床教師與畢業後新進護理師的跨領域團隊照護能力及其相關性

Exploring the Interprofessional Collaborative Practice Competency Levels of Nursing Clinical Preceptors and Post-Graduate Year Staff and Their Correlation

背景：對畢業後新進護理師（post-graduate year nurse, PGYN）而言，成為跨領域團隊的一員是困難的課題，而護理臨床教師被視為協助PGYN成為團隊成員的重要關鍵。
目的：探討護理臨床教師及PGYN的跨領域團隊照護能力、護理臨床教師教學專業能力和PGYN跨領域團隊照護能力的相關性。
方法：橫斷式相關性研究，共收案388位（189位護理臨床教師、199位PGYN）。研究工具為測量跨領域團隊照護能力（Chiba Interprofessional Competency Scale 29）以及教師教學專業能力（Clinical Teaching Behavior Inventory）兩份自評量表。
結果：護理臨床教師的跨領域團隊照護能力（5分法）為4.25分，PGYN為4.10分，兩者無顯著相關（r = .049, p = .502）。護理臨床教師的教學專業能力（5分法）為4.21分，與其跨領域團隊照護能力與教學專業能力顯著相關（r = .758, p < .001），但與PGYN的跨領域團隊照護能力無顯著相關（r = .026, p = .723）。
結論／實務應用：跨領域團隊照護能力高的臨床教師通常具備較佳的教學專業能力，而護理臨床教師的跨領域團隊照護能力與PGYN的跨領域團隊照護能力沒有相關。僅靠護理臨床教師的跨領域團隊照護能力與教學專業能力尚不足以影響新進護理師的跨領域團隊照護能力，未來應考慮加強新進護理師的臨床實務經驗累積及跨領域合作照護訓練，以促進其在照護團隊的有效參與。

Background: Becoming a member of an interprofessional team is a difficult task for a post-graduate year nurse (PGYN). Clinical nurse preceptors play a crucial role in assisting PGYNs to become team members.
Purpose: This study was designed to explore the interprofessional collaboration competency of clinical nurse preceptors and PGYNs and investigate the correlation between clinical nurse preceptor teaching competency and the interprofessional collaboration competency of PGYNs.
Method: A cross-sectional descriptive correlative study based on 388 healthcare individuals (189 clinical nurse preceptors and 199 PGYN) was conducted. Research tools used included the Chiba Interprofessional Competency Scale 29 and Clinical Teaching Behavior Inventory.
Results: The clinical nurse preceptors and PGYNs in this study respectively scored 4.25 and 4.10 (out of 5) in terms of interprofessional collaboration competency, with no significant correlation found between the two groups (r = .049, p = .502). In terms of teaching competency, clinical nurse preceptors scored 4.21 (out of 5), which correlated significantly with their interprofessional collaboration competency (r = .758, p < .001) but not significantly with PGYN interprofessional collaboration competency (r = .026, p = .723).
Conclusion/ Implications for Practice: Clinical teachers with high interprofessional collaboration competence generally exhibit better teaching expertise. However, their interprofessional collaboration competence does not significantly correlate with that of their novice nurses. Therefore, relying solely on the interprofessional collaboration competence and teaching expertise of clinical teachers is insufficient to influence the interprofessional collaboration competence of novice nurses. Future efforts should focus on enhancing clinical practice experience and interprofessional collaboration training in novice nurses to facilitate their effective participation in care teams.