技職護理院校臨床實習指導教師 教學能力之調查研究

Abstract

本研究旨在瞭解台灣地區技職體系護理院校臨床實習指導教師教學能力之現況，包括瞭解臨床實習指導教師對教學能力重要性之看法及其自評的教學能力，並探討臨床實習指導教師之個人特性與其對教學能力重要性看法之關係。採立意取樣方式選取台灣地區公私立技職體系護理院校臨床實習指導教師約181位為對象，藉由文獻查證結果，配合本研究目的翻譯發展成「臨床實習指導教師教學能力之自我評估調查表」進行問卷資料收集。使用SPSS18.0版統計軟體進行資料統計，分析方法包括以平均數、標準差及排序進行描述性統計，及單因子變異數分析（ANOVA）、皮爾森相關係數（Pearson correlation coefficient），進行推論性統計分析。研究結果發現： 一、臨床實習指導教師對教學能力重要性之評定之現況，其得分高低依序為：「護理能力」、「師生關係」、而「教學技能」與「人格特質」同分，最低分為「評值技能」。 二、臨床實習指導教師個人特性中僅年齡與其對教學能力重要性評定有顯著的關係。在「31-35歲」、「36-40歲」、「41-45歲」三組的臨床實習指導教師，對「護理能力」面向的重要性是高於「26-30歲」組的；「36-40歲」組對「評值技能」與「人格特質」兩個面向的重要性評定也顯著高於「26-30歲」組的臨床實習指導教師。 三、臨床實習指導教師教學能力自評之得分屬於「良好」的程度。由高而低依序為：「護理能力」與「師生關係」同分為自評最高之面向，再者為「人格特質」，最後以「教學技能」與「評值技能」同分為最低分面向。 四、臨床實習指導教師之教學能力各面向之重要性評定與自我評值間呈現顯著正相關。 研究對象在教學能力中「教學技能」及「評值技能」面向的重要性評定及能力自評都是相對較低分的，顯現臨床實習指導教師在這兩方面的認知及能力尚有相當大的進步空間，值得教學單位重視並提供適當的在職教育予以協助。

The main purpose of this study is to investigate the teaching competence of clinical nursing teachers in technical colleges in Taiwan, including what clinical nursing teachers think of the importance of teaching competence and evaluate their teaching competence. Moreover, the paper analyzes the relationship between clinical nursing teachers’ individual characteristics and their teaching competence. A convenience-type sampling was used to select 181 clinical nursing teachers from public and private technical colleges in Taiwan. After reviewing the existing literature and considering the purpose of this study, the author translated and developed the questionnaire of “self-evaluation of teaching competence by clinical nursing teachers” for data collection. By means of the software of SPSS18.0 version, the data collected was analyzed by descriptive statistics, t-test, one-way ANOVA, and Pearson product-moment correlation. 1. The importance of teaching competence, which clinical nursing teachers evaluate, ranked from high to low as “nursing competence,” “interpersonal relationship,” “teaching skills” and “personality factors” (both scored the same), and then “evaluation skills.” 2. Among the personal characteristics of clinical nursing teachers, only the age was correlated substantially with the self-evaluation of teaching competence. The three groups of clinical nursing teacher (i.e., aged 31-35, 36-40 and 41-45) evaluated the importance of “nursing competence” higher than the group aged 26-30 did. The group aged 36-40 evaluated the importance of “evaluation skills” and “personality factors” higher than the group aged 26-30 did. 3. The scores of teaching competence that clinical nursing teachers self-evaluated were rated “good”. The importance of each sub-scale from high to low was listed as “nursing competence” and “interpersonal relationship” (both scored the same), “personality factors,” and then “teaching skills” and “evaluation skills” (both scored the same). 4. The importance of teaching competence for clinical nursing teachers in all aspects was correlated substantially with the self-evaluation of teaching competence. The fact that the subjects of study evaluated relatively low on the importance of “teaching skills” and “evaluation skills” and their own competence, show that the perception and competence of clinical nursing teachers on these two aspects need to be improved considerably. It is worth for the teaching units to pay great attention and offer adequate in-job-training for help.