可信賴專業活動與護理教育之發展──從學校教育到臨床人才培訓

Advancing Nursing Education Through Entrustable Professional Activities: Bridging Academic Education and Clinical Training

護理教育長期面臨課室學習與臨床實務間的「學用落差」，尤其在全球護理人力短缺背景下，此問題對病人安全與照護品質構成潛在風險。可信賴專業活動（entrustable professional activities, EPAs）強調透過在真實情境中，評估學習者是否具備獨立執行專業任務的能力，並據此進行監督與授權。在臺灣護理界，EPAs已初步應用於新進護理師培訓與臨床教師訓練，展現在促進專業能力評估與護理人員留任的效益。而國際上，荷蘭與新加坡等地已成功整合EPAs於護理教育，展現其靈活應對人力短缺與促進專業發展的潛力。本文旨在探討EPAs於護理教育中的應用，期能提供護理教育者優化課程評估與專業授權的新視角。透過導入EPAs以優化護理教育，強化護理人才的臨床執業勝任力，縮減學用落差以確保病人安全與照護品質。

The gap between classroom learning and clinical practice has presented a challenge to nursing education for decades, posing significant risks to patient safety and care quality—particularly in light of the chronic global shortage of nursing professionals. Entrustable Professional Activities (EPAs) offer a competency-based approach to bridging this gap by assessing whether learners can independently perform essential clinical tasks in authentic care settings, thereby guiding appropriate levels of supervision and delegation. In Taiwan, EPAs, which have been preliminarily implemented in the context of newly graduated nurse and clinical preceptor training, have demonstrated potential benefits in both competency assessment and nurse retention. Notably, countries such as the Netherlands and Singapore have successfully integrated EPAs into nursing education, highlighting their adaptability in addressing workforce shortages and supporting professional development. The aim of this article is to explore the application of EPAs in nursing education, offering nursing educators new insights on strategies for enhancing curriculum assessment and professional entrustment. By integrating EPAs into nursing education, the goal is to cultivate clinical competencies in nursing professionals more effectively, close the theory–practice gap, and thus better ensure patient safety and the quality of care.