護理人員採用面對面學習與遠距學習於專業能力進階課程之成效與滿意度差異--以高雄某區域醫院為例

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Title:	護理人員採用面對面學習與遠距學習於專業能力進階課程之成效與滿意度差異--以高雄某區域醫院為例 The Comparison of Learning Performance and Satisfaction between Face-to-face and Distant Learning to Nursing Clinical Ladder Courses─A Case Study of a Regional Hospital in Kaohsiung
Authors:	呂麗戎盛夢徽蘇致遠楊美雪 Li-Jung Leu Meng-Huei sheng Meei-shieu hng zhi-Yuan su
Contributors:	醫療資訊管理研究所資訊管理系醫務管理系
Keywords:	非同步網路學習臨床進階制度學習成效學習滿意度 Asynchronous learning network Clinical ladder systems Learning performance Learning satisfaction
Date:	2008-08
Issue Date:	2009-08-03 10:42:20 (UTC+8)
Abstract:	所謂的護理人員能力進階制度係指給予臨床護理人員有系統的教育訓練，進而增強其護理能力與服務品質，但是傳統的教學方式有時間與空間的限制，影響護理人員的參與意願，造成護理人員的臨床照護層級無法達到醫院的要求。近年來，透過網路遠距學習的方式盛行，理應能讓護理人員不受限制的學習。然而，參與遠距學習護理人員的學習成效與滿意度跟課堂上學習相比有何不同？此點即為本研究所要探討的主題。本研究選定高雄某區域醫院護理部參與2007 年護理人員能力進階NZ 課程的人員為研究對象，回收問卷68 份，使用SPSS 軟體進行信度分析、敘述性統計分析、獨立樣本t 檢定分析、雙變量分析，結果顯示面對面學習比非同步網路學習的滿意度高，而非同步網路學習的學習成效反而比面對面學習來得好。此外，本研究還歸納出影響非同步網路學習滿意度的因素提供醫療院所建置遠距在職教育學習系統時的參考。 The object of nursing clinical ladder system is to give nurses a systematized training. It can be used to enhance the nursing competences and care quality. However, due to the limitation of the traditional learning, nurses can ' t learn at any time and space. This causes that they have less motives to join the training and then the nursing competences and care quality can ' t usually meet the standard of hospitals. Recently, the distance learning has become popular and let clinical staffs study freely. Nevertheless, is the learning performance and satisfaction of implementing asynchronous learning network for them really better than traditional learning? This 15 the main purpose of this research. The nurses who joined N2 class of nursing clinical ladder system at our hospital in 2007 were our research objects and 68 completed questionnaires were obtained. The data were analyzed and tested by the confidence analysis, descriptive statistics, independent t-test and two-way ANOVA. The results revealed that the learning satisfaction of face-to-face learning is better than distance learning but the opposite result was found for learning performance. Moreover, we have summarized the factors which can affect the learning satisfaction of distance learning. It is hoped that the results can provide some useful suggestions to medical institutions that want to construct their distant learning system.
Relation:	安泰醫護雜誌 14(2)：p.73-88
Appears in Collections:	[Dept. of Information Management] Periodical Articles [Dept. of Hospital and Health (including master's program)] Periodical Articles

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