請用此 Handle URI 來引用此文件：
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/99759完整後設資料紀錄
| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 戴玉慈 | zh_TW |
| dc.contributor.advisor | Yu-Tzu Dai | en |
| dc.contributor.author | 謝於真 | zh_TW |
| dc.contributor.author | Yu-Jen Hsieh | en |
| dc.date.accessioned | 2025-09-17T16:35:59Z | - |
| dc.date.available | 2025-09-18 | - |
| dc.date.copyright | 2025-09-17 | - |
| dc.date.issued | 2025 | - |
| dc.date.submitted | 2025-08-01 | - |
| dc.identifier.citation | American Nurses Association. (2024, 2024/02/14). The Value of a Positive Practice Environment for Nurses. Retrieved 01 July 2025 from https://www.nursingworld.org/content-hub/resources/nursing-leadership/value-of-a-positive-practice-environment/
Atkinson, R. (2007). The life story interview as a bridge in narrative inquiry. In D. J. Clandinin (Ed.), Handbook of Narrative Inquiry: Mapping a Methodology (pp. 224-245). Sage Publications. Bandura, A. (1971). Social Learning Theory. General Learning Press. Bandura, A. (1977). Social Learning Theory. Prentice Hall. Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. AJN, American Journal of Nursing, 84, 1480. https://doi.org/10.1097/00000446-198412000-00025 Benner, P. (2004). Using the Dreyfus Model of skill acquisition to describe and interpret skill acquisition and clinical judgment in nursing practice education. Bulletin of Science, Technology & Society, 24(3), 188-199. https://doi.org/10.1177/0270467604265061 Benner, P. (2022). From Novice to Mastery-II: The Dreyfus and Dreyfus Model of Skill Acquisition in Nursing Practice. https://educatingnurses.com/from-novice-to-mastery-ii-the-dreyfus-and-dreyfus-model-of-skill-acquisition-in-nursing-practice/ Benner, P. E. (2001). From Novice to Expert: Excellence and Power in Clinical Nursing Practice. Prentice Hall. Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press. Buber, M. (2008). I and Thou. Howard Books. Buchan, J., & Catton, H. (2023). Recover to Rebuild: Investing in the Nursing Workforce for Health System Effectiveness. ICN. https://www.icn.ch/system/files/2023-05/ICN_Recover-to-Rebuild_report_EN.pdf Buchan, J., Catton, H., & Shaffer, F. A. (2022). Sustain and Retain in 2022 and Beyond: The Global Nursing Workforce and the COVID-19 Pandemic. International Centre on Nurse Migration. https://www.intlnursemigration.org/wp-content/uploads/2022/01/Sustain-and-Retain-in-2022-and-Beyond-The-global-nursing-workforce-and-the-COVID-19-pandemic.pdf Cabinet Public Relations, O. (2014). Wa / The Government of Japan. https://www.japan.go.jp/tomodachi/2014/summer2014/wa.html Chen, K.-T., Twu, S.-J., Chang, H.-L., Wu, Y.-C., Chen, C.-T., Lin, T.-H., Olsen, S. J., Dowell, S. F., & Su, I.-J. (2005). SARS in Taiwan: an overview and lessons learned. International Journal of Infectious Diseases, 9(2), 77-85. https://doi.org/https://doi.org/10.1016/j.ijid.2004.04.015 Clandinin, D. J. (2013). Engaging in Narrative Inquiry. Left Coast Press. Clandinin, D. J., & Connelly, F. M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research. Jossey-Bass. Clandinin, D. J., & Rosiek, J. (2007). Mapping a Landscape of Narrative Inquiry: Borderland Spaces and Tensions. In D. J. Clandinin (Ed.), Handbook of Narrative Inquiry: Mapping a Methodology (pp. 35-75). SAGE Publications. https://doi.org/10.4135/9781452226552.n2 Creswell, J. W., & Creswell, J. D. (2023). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications. https://catalog.loc.gov/vwebv/holdingsInfo?searchId=2981&recPointer=0&recCount=25&searchType=1&bibId=22683807 Currie, E. J., & Carr-Hill, R. A. (2013). What is a nurse? Is there an international consensus. International Nursing Review, 60(1), 67-74. https://doi.org/10.1111/j.1466-7657.2012.00997.x Denzin, N. K., & Lincoln, Y. S. (2008). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of Qualitative Inquiry (pp. 1-44). Sage Publications. Dewey, J. (1938). Experience and Education. Kappa Delta Pi. Dostal, R. J. (2021). Gadamer’s Relation to Heidegger and to Phenomenology. In R. J. Dostal (Ed.), The Cambridge Companion to Gadamer (pp. 334-354). Cambridge University Press. https://doi.org/10.1017/9781108907385.013 Esin, C., Fathi, M., & Squire, C. (2014). Narrative Analysis: The Constructionist Approach. In U. Flick (Ed.), The SAGE Handbook of Qualitative Data Analysis (pp. 203-214). SAGE Publications. Farlex, I. (2012). Senior staff nurse. In https://medical-dictionary.thefreedictionary.com/senior+staff+nurse Feller, R. W., Honnaker, S. L., & Zagzebski, L. M. (2001). Theoretical voices directing the career development journey: Holland, Harris-Bowlsbey, and Krumboltz. The Career Development Quarterly, 49, 212-224. Gadamer, H.-G. (2013). Truth and Method. Bloomsbury Academic. Gaydos, L. B. (2004). The Living End: Life Journeys of Hospice Nurse. Journal of Hospice and Palliative Nursing, 6(1), 17-26. Gergen, K. J. (2009). Social Construction: Revolution in the Making. In An Invitation to Social Construction (pp. 1-30). SAGE Publications. Grondin, J. (2021). Gadamer’s Basic Understanding of Understanding. In R. J. Dostal (Ed.), The Cambridge Companion to Gadamer (pp. 44-61). Cambridge University Press. https://doi.org/10.1017/9781108907385.003 Grove, S. K., Burns, N., & Gray, J. R. (2013). The Practice of Nursing Research: Appraisal, Synthesis, and Generation of Evidence. Elsevier/Saunders. Hemsley-Brown, J., & Foskett, N. H. (1999). Career desirability: young people’s perceptions of nursing as career. Journal of Advanced Nursing, 29(6), 1342-1350. https://doi.org/10.1046/j.1365-2648.1999.01022.x Hochschild, A. R. (1983). The Managed Heart: Commercialization of Human Feeling. University of California Press. Hochschild, A. R. (2003). The Managed Heart: Commercialization of Human Feeling. University of California Press. Holloway, I., & Freshwater, D. (2007). Narrative Research in Nursing. Blackwell Publishing. Holroyd, A. E. M. (2007). Interpretive Hermeneutic Phenomenology: Clarifying Understanding. The Indo-Pacific Journal of Phenomenology, 7(2), 1-12. https://doi.org/10.1080/20797222.2007.11433946 Hosford, R. E., & Barmann, B. (1983). A Social Learning Approach to Counselor Supervision. The Counseling Psychologist, 11, 51-58. https://doi.org/10.1177/0011000083111009 International Council of Nurses. (2021). Statement on Agenda Item 15: Health Workforce—Seventy-Fourth World Health Assembly. ICN. https://www.icn.ch/sites/default/files/inline-files/WHA74%20ICN%20statement%2015%20workforce%20v2.pdf International Council of Nurses; Florence Nightingale International Foundation. (2006). Global Nursing Shortage: Priority Areas for Intervention. ICN. Johnson, M. E. (2000a). Gadamer and Nursing: Dialogue and Understanding. Nursing Philosophy, 1(2), 146-154. https://doi.org/10.1046/j.1466-769x.2000.00028.x Johnson, M. E. (2000b). Heidegger and Meaning: Implications for Phenomenological Research. Nursing Philosophy, 1(2), 134-146. https://doi.org/10.1046/j.1466-769x.2000.00027.x Jordan, J. V. (1992). Relational Resilience. Stone Center for Developmental Services and Studies, Wellesley College. Josselson, R. (2007). The Ethical Attitude in Narrative Research: Principles and Practicalities. In D. J. Clandinin (Ed.), Handbook of Narrative Inquiry: Mapping a Methodology (pp. 537-556). SAGE Publications. https://doi.org/10.4135/9781452226552.n21 Jung, C. G. (1963). Memories, dreams, reflections. Crown Publishing Group/Random House. Kokorelias, K. M., Gilmour, J., Kilian, M., & Cameron, J. I. (2025). The experience of healthcare professionals who are also family caregivers: A scoping review. Journal of Advanced Nursing, 81(1), 44-61. https://doi.org/10.1111/jan.16023 Krumboltz, J. D. (1998). Serendipity is not serendipitous. Journal of Counseling Psychology, 45(4), 390-392. https://doi.org/10.1037/0022-0167.45.4.390 Krumboltz, J. D. (2009). The happenstance learning theory. Journal of Career Assessment, 17, 135-154. https://doi.org/10.1177/1069072708328861 Krumboltz, J. D. (2011). Capitalizing on happenstance. Journal of Employment Counseling, 43, 156-158. Krumboltz, J. D. (2014). Applying the Happenstance Learning Theory. In. Krumboltz, J. D., Foley, P. F., & Cotter, E. W. (2013). Applying the happenstance learning theory to involuntary career transitions. The Career Development Quarterly, 61, 15-26. https://doi.org/10.1002/j.2161-0045.2013.00032.x Krumboltz, J. D., Mitchell, A. M., & Jones, G. B. (1976). A social learning theory of career selection. Counseling Psychologist, 6, 71-80. LaFromboise, T. D., & Neumann, H. (2002). The unretiring John Krumboltz. The Counseling Psychologist, 30(3), 441-459. https://doi.org/10.1177/0011000002303005 McCormack, C. (2000a). From Interview Transcript to Interpretive Story: Part 1—Viewing the Transcript through Multiple Lenses. Field Methods, 12(4), 282-297. https://doi.org/10.1177/1525822X0001200403 McCormack, C. (2000b). From Interview Transcript to Interpretive Story: Part 2—Developing an Interpretive Story. Field Methods, 12(4), 298-315. https://doi.org/10.1177/1525822X0001200404 McMahon, M., & Patton, W. (2022). The Systems Theory Framework of career development: News of difference and a journey towards acceptance. Australian Journal of Career Development, 31(3), 195-200. https://doi.org/10.1177/10384162221120464 Mitchell, K. E., Levin, A. S., & Krumboltz, J. D. (1999). Planned happenstance: Constructing unexpected career opportunities. Journal of Counseling & Development, 77, 115-124. https://doi.org/10.1002/j.1556-6676.1999.tb02431.x Munro, K. M. (2008). Continuing professional development and the charity paradigm: Interrelated individual, collective and organisational issues about continuing professional development. Nurse Education Today, 28(8), 953-961. https://doi.org/10.1016/j.nedt.2008.05.015 National Academy for Educational Research. (2025). Nearly Half of Nursing College Students Enter Due to Family Expectation: A Hidden Threat to Taiwan’s Nursing Workforce. Retrieved 01 July 2025 from https://www.naer.edu.tw/PageDoc/Detail?fid=122&id=5144 Nursing the Future. (2023). Dr. Patricia Benner. Retrieved 2025/07/15 from https://nursingthefuture.ca/skills/dr-patricia-benner/ Pask, E. (2005). Self‐transcendence and ethical maturity in nursing. Nursing Philosophy, 6(3), 147-156. https://doi.org/10.1111/j.1466-769X.2005.00201.x Patton, W., & McMahon, M. (2014). Theories focusing on content and process. In W. Patton & M. McMahon (Eds.), Career Development and Systems Theory: Connecting Theory and Practice (pp. 96-100). Sense Publishers. Riessman, C. K. (2022). Narrative Analysis. SAGE Publications. Taiwan Nursing Accreditation Council. (2006). TNAC Accreditation Handbook. Higher Education Evaluation and Accreditation Council of Taiwan. Tussing, T. E., Chipps, E., & Tornwall, J. (2024). Generational differences in the nursing workforce: Strategies for nurse leaders. Nurse Leader, 22(10), 602-608. https://doi.org/10.1016/j.mnl.2024.03.007 Ungar, M. (2012). Social Ecologies and Their Contribution to Resilience. In M. Ungar (Ed.), The Social Ecology of Resilience: A Handbook of Theory and Practice (pp. 13-31). Springer New York. https://doi.org/10.1007/978-1-4614-0586-3_2 Velarde-Mayol, V. (2000). On Husserl. Wadsworth/Thomson Learning. Wertz, F. J., Charmaz, K., McMullen, L. M., Josselson, R., Anderson, R., & McSpadden, E. (2011). Five ways of doing qualitative analysis: Phenomenological psychology, grounded theory, discourse analysis, narrative research, and intuitive inquiry. The Guilford Press. White, J., Gunn, M., Chiarella, M., Catton, H., & Stewart, D. (2025). Renewing the Definitions of ‘Nursing’ and ‘a Nurse’: Final Project Report. https://www.icn.ch/system/files/2025-06/ICN_Definition-Nursing_Report_EN.pdf Wilcke, M. M. (2002). Hermeneutic Phenomenology as a Research Method in Social Work. Currents: New Scholarship in the Human Services, 1(1), 1-12. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=96f5f084753eff5358c337594115b6bc003575ce World Health Organization. (2006). The World Health Report 2006: Working Together for Health. WHO. https://www.who.int/publications/i/item/924 World Health Organization. (2020). State of the World’s Nursing 2020: Investing in Education, Jobs and Leadership. WHO. https://iris.who.int/bitstream/handle/10665/331673/9789240003293-eng.pdf World Health Organization. (2024). Nursing and Midwifery: Key Facts. WHO. Retrieved 01 July 2025 from https://www.who.int/news-room/fact-sheets/detail/nursing-and-midwifery World Health Organization. (2025). State of the World’s Nursing 2025: Investing in Education, Jobs, Leadership and Service Delivery. WHO. https://iris.who.int/bitstream/handle/10665/381329/9789240110236-eng.pdf?sequence=1 Wu, C. W., & Yeh, K. H. (2021). Self-sacrifice is not the only way to practice filial piety for Chinese adolescents in conflict with their parents. Frontiers in Psychology, 12, 661335. https://doi.org/10.3389/fpsyg.2021.661335 王桂芸、張淑容（2014）。世紀回眸－台灣護理專業的演變與發展。護理雜誌，61（4S），55-61。https://doi.org/10.6224/JN.61.4S.55 王桂芸、廖美南、黃璉華、李選、章淑娟（2012）。2012年第十三屆icn亞洲護理人力論壇暨第九屆亞洲護理學會聯盟會議報告 台灣護理學會 （2024a）。 基層護理能力進階規劃指引 。https://www.twna.org.tw/WebPad/WebPad.aspx?1x8jyHnXeNSHfBGHev4mkg%3D%3D 台灣護理學會 （2024b）。 進階護理師專業角色及領域 。Retrieved 2025/07/13, from https://www.twna.org.tw/WebUploadFiles/DocFiles/3388_11-%E9%80%B2%E9%9A%8E%E8%AD%B7%E7%90%86%E5%B8%AB%E5%B0%88%E6%A5%AD%E8%A7%92%E8%89%B2%E5%8F%8A%E9%A0%98%E5%9F%9F113.10.21%E4%BF%AE%E8%A8%82.pdf 台灣護理學會（2024c）。進階護理師認證發展規劃。https://www.twna.org.tw/WebPad/WebPad.aspx?1x8jyHnXeNRZ7af5neRU%2bA%3d%3d#mainContent Erikson, E. H.（2017）。青年路德：一個精神分析與歷史的研究〔康綠島譯〕。心靈工坊。。(原著出版年：1958) 李澤厚（2018）。美的歷程（第3版）。三民書局股份有限公司。 洪漢鼎（2008）。詮釋學概念。當代哲學詮釋學導論（1-10頁）。五南圖書出版有限公司。 國立臺北護理健康大學 （2023）。 校史概述 。Retrieved 2025/07/13, from https://president.ntunhs.edu.tw/p/412-1020-2631.php?Lang=zh-tw 張晉芬（2022）。勞動待遇與代價──從性別觀點分析台灣醫護工作。國立臺灣大學出版中心；中央研究院社會學研究所。 張媚（2017）。護理教育在護理專業發展中的角色。護理雜誌，64（1），5-10。https://doi.org/10.6224/JN.000002 張媚、余玉眉（2010）。護理人力及專科護理制度：願景與挑戰。國家衛生研究院。 陳芳明（2000）。台灣歷史記憶與文學重建的問題。新世紀智庫論壇，10，86-88。 蔡淑鳳、吳濟華、陳永興、戴正德（2006）。從護理史探討台灣的護理發展脈絡。台灣醫學人文學刊，7（1&2），91-112。https://doi.org/10.30097/FJMH.200606.0008 衛生福利部（2022）。醫事人員執業登記及繼續教育辦法。https://law.moj.gov.tw/LawClass/LawAll.aspx?PCode=L0020181 衛生福利部（2023）。護理人力綜析彙編（112年版）https://nurse.mohw.gov.tw/cp-218-1901-7ed65-2.html 衛生福利部護理及健康照護司（2023）。從數字了解世界與台灣護理人力。https://nurse.mohw.gov.tw/cp-218-1901-7ed65-2.html 衛生福利部護理及健康照護司（2025）。近五年護理人員執業人數。https://nurse.mohw.gov.tw/cp-179-1126-748ab-2.html 蕭阿勤（2005）。台灣文學的本土化典範：歷史敘事、策略的本質主義與國家權力。文化研究（Router: A Journal of Cultural Studies），1，97-129。https://doi.org/10.6752/JCS.200509_(1).0004 蕭雅宏（2013）。戰後台灣護理史研究概況。國史館研究通訊，6，80-87。 謝於真（2023）。回家：一位護理工作者返身追尋自我之生命敘說研究〔未出版之博士論文〕。輔仁大學。 護理人員法, 衛生福利部 (2023). https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=L0020166 護理人員法施行細則, 衛生福利部 (2021). https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=L0020167 | - |
| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/99759 | - |
| dc.description.abstract | 本研究旨在探究台灣臨床資深護理人員之留任歷程與專業型塑，試圖理解其在高壓臨床情境中所展現之韌性力量與關係承接。研究採敘事探究方法，以五位臨床年資達標準之女性護理人員為參與者，透過深度訪談與敘事文本分析，重構其職涯歷程中的關鍵事件與生命轉折。資料分析結合McCormack與Riessman之敘事分析視框，並輔以情緒勞動理論與社會生態韌性觀進行詮釋。
研究結果分為兩部分：第一部分為感性敘事文本，展現參與者個人經驗與情感流動；第二部分則為主題分析，歸納出三項核心主題：「內在的堅強與韌性」、「關係中的支持與責任」、「角色轉化與專業認同」。研究發現，資深護理人員的留任動力並非單一意志力所驅動，而是植基於關係網絡中的倫理承接與情緒勞動之轉化歷程。 本研究強調研究者亦為研究工具，敘事共構歷程中之倫理敏感與陪伴姿態，為理解參與者生命敘事之重要橋樑。研究結果不僅回應護理人力留任之制度困境，更凸顯護理專業之理性與感性交織本質，進而提出臨床支持制度建構之文化省思。研究亦期待於敘事研究領域中，展現方法論厚度與生命世界之對話可能。 | zh_TW |
| dc.description.abstract | This study explores how senior staff nurses in Taiwan understand and sustain their clinical practice over time. Using narrative inquiry, the research investigates the resilience and relational support that emerge within high-pressure healthcare settings. Five female nurses with substantial clinical experience participated in in-depth interviews, sharing personal stories marked by turning points and emotional challenges.
Data were analyzed using McCormack and Riessman’s narrative analysis frameworks, supported by emotional labor theory and the social ecological perspective on resilience. The results are presented in two layers: (1) personal narratives that reveal emotional depth and ethical tension, and (2) thematic analysis identifying three core categories—Inner Strength and Endurance, Support and Responsibility in Relationships, and Role Navigation and Professional Identity. Rather than applying theory in a fixed way, the study allowed theoretical insights to emerge from the narratives themselves. Findings show that these nurses’ decision to stay in clinical practice was not driven by individual willpower alone, but shaped through relational connections, emotional labor, and cultural expectations. The researcher’s own reflexive role is discussed, highlighting how empathy, ethical sensitivity, and narrative co-construction helped interpret the stories meaningfully. The study responds to ongoing challenges in nurse retention, offering a culturally grounded reflection on how nursing is both a science and an art, and how lived stories carry professional and institutional meaning. | en |
| dc.description.provenance | Submitted by admin ntu (admin@lib.ntu.edu.tw) on 2025-09-17T16:35:59Z No. of bitstreams: 0 | en |
| dc.description.provenance | Made available in DSpace on 2025-09-17T16:35:59Z (GMT). No. of bitstreams: 0 | en |
| dc.description.tableofcontents | 目次
誌謝 i 中文摘要 iii ABSTRACT iv 目次 v 圖次 viii 表次 ix 第一章 1 1.1研究背景 1 1.2研究動機 1 1.3研究問題 3 1.4本研究之重要性 4 第二章文獻查證 5 2.1臨床資深護理人員Senior staff nurse 5 2.2社會文化框架下的護理專業 6 2.2.1台灣的社會文化 6 2.2.2台灣護理專業發展史 7 2.3資深護理人員的型塑Formation 10 2.3.1新手-台灣複雜的護理教育學制 12 2.3.2進階起始者到專家-臨床護理能力進階制度 13 2.3.3臨床護理繼續教育積分 14 2.4職涯發展理論 14 2.4.1偶發事件學習理論The Happenstance Learning Theory 15 2.4.2社會互動與韌性理論 19 第三章研究方法 25 3.1研究方法的選取 25 3.1.1採用質性研究的緣由與方法論特性 25 3.1.2敘事探究：進入生命故事的橋梁 28 3.2敘事探究的理論根基與哲學假定 29 3.2.1Dewey 的經驗理論 30 3.2.2詮釋學 hermeneutics 30 3.2.3社會建構主義 Social constructionism 33 3.2.4敘事探究的空間架構與進入方式 36 3.3研究參與者 38 3.4研究工具 38 3.5實施程序 39 3.5.1研究準備期 39 3.5.2資料收集期 39 3.5.3資料分析期 40 3.5.4結果撰寫期 40 3.6資料分析 41 3.6.1資料型態與分析目標 41 3.6.2分析架構與理論視框 41 3.6.3資料分析過程 43 3.7研究者分析時所採取的立場(position)態度與信度 44 3.8研究倫理相關議題 44 3.8.1倫理審查 44 3.8.2研究者角色界線 45 3.8.3敘事共構中的倫理敏感 45 3.8.4情緒波動與關係責任 45 3.8.5研究文本之倫理再現 46 第四章研究結果 47 4.1研究參與者基本資料簡介 47 4.2參與者的故事 49 4.2.1烈日下的踏浪者-阿萍的故事 49 4.2.2在理想與現實中穿梭的女唐吉軻德-佩琪的故事 78 4.2.3隨遇而安-立命安身於杏花園中的Kyoko 99 4.2.4卸下鐵甲的騎士－一趟返樸歸真的自我實現之旅 110 4.2.5穿梭於滄海中的白衣俠女-忍與仁的生命修煉進行曲 132 4.3主題分析的整合結果 152 4.3.1內在的堅強與韌性 154 4.3.2關係中的支持與責任 155 4.3.3角色轉化與專業認同 158 第五章討論 165 5.1與主題分析的知性對話 166 5.2與敘事文本的對話 169 5.2.1關於敘事文本的撰寫 169 5.2.2理解的迷思 170 5.2.3問題意識的反思 171 5.2.4陪伴的力量 171 5.2.5研究者的準備度 172 5.2.6敘事與理論之間的情感對話 173 第六章結論 174 6.1研究問題回應與主題統整 174 6.2方法論省思與研究者位置反思 175 6.3對護理專業與文化的理論意涵 176 6.4研究限制、貢獻與未來建議 177 參考文獻 179 附錄 187 | - |
| dc.language.iso | zh_TW | - |
| dc.subject | 臨床資深護理人員 | zh_TW |
| dc.subject | 敘事探究 | zh_TW |
| dc.subject | 情緒勞動 | zh_TW |
| dc.subject | 專業認同轉化 | zh_TW |
| dc.subject | 韌性生成 | zh_TW |
| dc.subject | Narrative Inquiry | en |
| dc.subject | Senior Staff Nurse | en |
| dc.subject | Professional Identity Transformation | en |
| dc.subject | Resilience Development | en |
| dc.subject | Emotional Labor | en |
| dc.title | 成為一位臨床資深護理人員 | zh_TW |
| dc.title | On becoming a senior staff nurse in Taiwan | en |
| dc.type | Thesis | - |
| dc.date.schoolyear | 113-2 | - |
| dc.description.degree | 博士 | - |
| dc.contributor.oralexamcommittee | 翁開誠;高碧霞;黃囇莉;黃貴薰 | zh_TW |
| dc.contributor.oralexamcommittee | Kai-Cheng Wong;Bih-Shya Gau;Li-Li Huang;Guey-Shiun Huang | en |
| dc.subject.keyword | 臨床資深護理人員,敘事探究,情緒勞動,專業認同轉化,韌性生成, | zh_TW |
| dc.subject.keyword | Senior Staff Nurse,Narrative Inquiry,Emotional Labor,Resilience Development,Professional Identity Transformation, | en |
| dc.relation.page | 187 | - |
| dc.identifier.doi | 10.6342/NTU202503297 | - |
| dc.rights.note | 同意授權(限校園內公開) | - |
| dc.date.accepted | 2025-08-04 | - |
| dc.contributor.author-college | 醫學院 | - |
| dc.contributor.author-dept | 護理學研究所 | - |
| dc.date.embargo-lift | 2025-09-18 | - |
| 顯示於系所單位： | 護理學系所 | |
文件中的檔案：
| 檔案 | 大小 | 格式 | |
|---|---|---|---|
| ntu-113-2.pdf 授權僅限NTU校內IP使用（校園外請利用VPN校外連線服務） | 2.37 MB | Adobe PDF |
系統中的文件，除了特別指名其著作權條款之外，均受到著作權保護，並且保留所有的權利。