The Effect of a Systematic Teaching Program on Nurses’ Research Concepts and Competence

本研究乃藉由三單元之護理研究概念介紹及二單元之實際參與護理研究過程之教學方 案，來指導30護理人員，並探討有系統的教學方案對護理人員研究概念與能力的影響 ，參與本方案之護理人員，年紀平均36.5歲，主要是護理專科學校畢業，任市立醫院 護士長之職務。其中有50%無護理研究之經驗。 「研究概念測驗」及0-5分Likert Scale之「護理研究能力自評量表」作為評估工具。研究結果發現課前研究概念得分 為29.8，課後則進步為73.07分，經Paired-t檢定結果有統計學上顯著差異(p<0.001) 。護理研究能力由課前之0.89分進步到3. 02分，並具有統計學上差異(p<0.001)。在 15項護理研究能力中又以「運用研究解決臨床問題」、「確立研究主題」及「增進護 理研究的信心」是改善較多的項目。相對的「效度及信度的評估」及「電腦統計軟體 的應用」是護理人員改善較少但需加強的課程。 研究結果證明本教學方案可以增進 護理人員之研究概念及能力。更重要的是本方案可說明專科畢業護理人員在一段臨床 實務工作之後再接受合適之護理研究訓練，的確可以增進其運用研究來統合及解決臨 床問題之能力。 The purpose of the study is to understand the effect of a systematic teaching program on nurses’ research concepts and competence. One group pre-and-post test design was employed in order to fit the purpose of the study. Research concept was measured before and after the classroom teaching . Research competence was measured by self-report in a Five- point Likert Scale regarding research process. Thirty nurses were included in the study. Systematic teaching program included 5 units; 1) introduction to research; 2) research design and methodology; 3) writing a research proposal, critiquing a research paper and clinical application of research paper; 4) research in action; and 5) reporting the research outcome. The duration of the course was 6 months. The results showed that the systematic score for nurses’research was 29.8 points in pretest and 73.07 in posttest reaching statistical significance. In terms of research competence, improvement in each item in research process was statistically significant. The leading three aspects which improved the most were: 1) Solving the problem by implyed nursing research; 2) identifying research topic; and 3) self confidence in conducting research. On the other hand, two aspects which improved the least were: 1) assessing validity and reliability; and 2 application of SPSS. It concludes that a systematic teaching program can improve nurses’research concepts and competence.