新冠肺炎流行期間成人護理線上概念構圖學習歷程探討

An Exploration of the Learning Process of Online Concept Mapping in Nursing Courses for Adult Classes During the COVID-19 Pandemic

在職先修學分班的護理課程，不僅打破時間限制，且日後也得以抵免學分，是在職者終身學習的途徑之一，尤其在COVID-19大流行之三級警戒期間。本研究目的為進行概念構圖於成人護理案例評析線上課程探究，用以理解在職護理先修學分班學員之學習經驗歷程。採取質性研究取向，以學習反思心得之文件分析，以及半結構式深度訪談法來蒐集資料，並進行主題分析。採立意抽樣，以北部某校之在職護理先修學分班計23位學員為對象，並且以滾雪球方式招募8位學員進行個別訪談。經文件分析及深度訪談後，整理出線上概念構圖的動腦學習體察、學以致用、附帶延伸學習、突破自我限制等四個主題，每項主題亦分析出數個次主題。本研究發現，運用線上概念構圖更能掌握案例狀況，且經由分組討論及報告可延伸與突破學習限制。本研究亦提出相關教學與學術研究之參考。

In-service credit classes for nursing courses not only break the time limit but also allow for credit exemption in the future, which is one of the lifelong learning pathways for working adults. It is one of the approaches to respond to the impact of the pandemic of COVID-19 especially during the level 3 alert. The purpose of this study was to explore the learning experience of in-service learners by evaluating an online course with a concept mapping based on an adult care case study. A qualitative research approach was adopted to collect data through documentary analysis of learning reflections and semi structured in-depth interviews, as well as to conduct the thematic analysis. Eight students were interviewed individually by snowball sampling from 23 students in an in-service nursing credit class at a northern school. After document analysis and in-depth interviews, thematic analysis revealed four key themes related to online concept mapping: “brainstorm learning experience,” “applying what has been learned,” “incidental extended learning,” and “breaking through self-limitations,” and several subthemes were analyzed for each theme. The findings suggest that online concept mapping can enhance nursing students’ learning experiences in in-service credit courses, particularly through group discussions and presentations that foster greater extension of learning outcomes. This study also provides recommendations for future teaching and learning, serving as a reference for teaching practice and academic research.