護理人員非同步網路進階學習成效與滿意度之研究－以高雄某區域醫院為例

CNU IR > College of Smart Living > Dept. of Hospital and Health (including master's program) > Dissertations and Theses > Item 310902800/9629

Please use this identifier to cite or link to this item: https://ir.cnu.edu.tw/handle/310902800/9629

Title:	護理人員非同步網路進階學習成效與滿意度之研究－以高雄某區域醫院為例 Investigating Nursing Staff 's Effectiveness and Perceived Satisfaction of Asynchronous e-Learning toward Nursing Ladder Program－A Case Study of a Regional Hospital in Kaohsiung
Authors:	呂麗戎 Li-Jung Leu
Contributors:	楊美雪嘉南藥理科技大學：醫療資訊管理研究所
Keywords:	非同步網路學習專業能力進階學習成效學習滿意度 study effect The asynchronous network studying Perceived Satisfaction professional ability advancing
Date:	2008
Issue Date:	2010-06-01 09:21:32 (UTC+8)
Abstract:	所謂的護理人員能力進階制度係指給予醫療院所執業臨床護理人員有系統、有計畫訓練與培育，它除了可以增強其護理能力，更有提昇護理專業地位與服務品質的目的。此外，由於現行新制評鑑第六及第八章，對院內護理人員素質及照護能力的培養均有明確規範，因此護理人員能力進階制度推動的重要性其實不可言喻。然而，由於傳統教學方式的侷限，護理人員學習時會受到時間與空間的限制，造成參與課程的意願不高，甚至無法完整且有效地参與整個課程，導致護理人員的照護層級往往無法達到新制評鑑所要求的標準，為醫院帶來非常大的困擾。近年來，數位學習具有無遠弗屆的特性已逐漸為人所知，其透過資訊與網路的輔助學習，理應能讓需要培養照護能力又要顧及臨床工作已經非常忙碌的護理人員可在不受時間及空間的限制下自由學習，對於臨床照護知識的提昇與護理服務品質的增加必定會大有助益。換言之，以數位方式學習真的遠勝於講師學員間面對面的授課方式嗎？參與數位學習學員的學習成效也真的有比於課堂上學習的學員好嗎？關於這些問題的答案至今仍然眾說紛紜。本研究之主要目的是探討個案醫院護理人員參與專業能力進階活動以「面對面學習VS非同步數位學習」探討學員學習滿意度與成效，我們選定高雄某區域醫院護理部參與96年度護理人員能力進階的N1及N2的護理人員為對象，回收問卷155份，其研究結果在學習滿意度為「面對面學習比非同步數位學習好」，在學習成效結果呈現出「非同步數位學習的學習成效比面對面學習好」，在系統使用意願方面研究發現「N1非同步數位學習的的學習者使用意願及接受度比N2非同步數位學習的的學習者高」，在繼續使用e-Learning系統部份二組人呈現願意利用e-Learning繼續學習，由此次研究結果本研究提出影響非同步數位學習的學習滿意度的因素並提出建議與改善方法以提供個案醫院在建置全院網路學習系統時的參考依據 The nursing ladder program gives nursing staff’s a planned systematice training and education to improve their clinical nursing ability and strengthen their professional status and service quality. In addition, according to Chapter Sixth and Eighth of the newly hospital accreditation requirement, there are definite standards for the nursing staff’s caring ability and quality. Therefore, it is important and necessary to provide the nursing ladder program. However, the traditional teaching methods have limitation on time and space, which lower down the learning intentions of nurses with three-shift working schedule or cause them could not join the entire courses completely and effectively. Therefore, most of nurses cannot fulfill the requirement of the new hospital accreditation standards and damange the performance of a hospital to achieve accreditation. In recent years, the digital studying become more and more popular. Through the assisting information technology and network, nurses who need to improve their ability and maintain daily clinical jobs can study freely without the limit of space and time. It can be very helpful for the promotion of the clinical nursing knowledge and service quality. However, is studying through digital methods really better than that with the teachers face to face? Is the studying effect for the learners who join the digital studying much better than those who study in class? There are no definite answers to the above questions until now. Therefore, the main purpose of this research is to compare the satisfaction and effectiveness between the nursing staffs who study by digital way or face to face. We chose several nursing staffs that joined the 2007 nursing ladder program of N1 and N2 in a case hospital in southern Taiwan to answer 155 questionnaires. The results show that satisfactions of studying face to face is better than that of e-learning group but opposite answers were found in study effect. Those who joined e-learning system, students of N1 have have higher intension and acceptance than that for N2 students. Both groups agreed to continue using e-learning system. The result of this research also indicated the factor that influencd the using satisfactions of e-learning system, which provided as a reference for future application of e-learning program for the entire case hospital outside the nursing department.
Relation:	校內公開，校外永不公開
Appears in Collections:	[Dept. of Hospital and Health (including master's program)] Dissertations and Theses

Files in This Item:

File	Description	Size	Format
index.html		0Kb	HTML	1737	View/Open

Loading...