|Title:||Follow-up of Professional Competence in Graduates of School of Nursing
|Keywords:||護理學系畢業生;專業能力;graduates of school of nursing;professional competence||Issue Date:||2001||Journal Issue:||n.4||Start page/Pages:||302-311||Source:||醫學教育,v.5||Abstract:||
大學護理教育所培育出的畢業生能力與其主管的評價結果，值得作為未來護理教育改 善與調整的參考。由於國內外此類文獻探討較為缺乏，因此本研究目的為：(1)瞭解 於某醫學中心從事臨床工作之應屆台大護理學系畢業生剛就業與工作一年後之護理能 力變化。(2)瞭解某醫學中心護理長評價應屆台大護理學系畢業生剛就業與工作一年 後之護理能力及其差異。(3)探討護理人員自評與護理長評價護理人員剛就業與工作 一年後護理能力之狀況與差異。本研究對象為目前任職於台大醫院各單位擔任臨床護 理工作所有的台大護理學系應屆畢業生（1999年6月畢業）20名與其單位之護理長17 名。資料收集包括畢業生剛進入臨床單位工作約一個月時，以及進入臨床單位工作滿 一年。研究之工具為結構式的「護理能力評價表」問卷。本研究發現於某醫學中心從 事臨床工作之應屆台大護理學系畢業生剛就業時其自評最佳之護理能力前三項依次為 自我及專業成長能力、溝通能力、照護能力，教學能力、管理能力及研究能力殿後。 畢業一年後自評最佳之護理能力前三項次序變為溝通能力、照顧能力、自我及專業成 長能力之外，後三項不變。各分項能力在一年之間，除了自我及專業成長能力及研究 能力之外，皆有顯著之進步。護長評價能力序位和護理人員自評的結果類似，但平均 得分普遍低於護理人員自評結果，且在剛就業時對溝通、自我及專業發展與教學三項 能力的平均評價得分和護理人員自評得分均呈現顯著差異。本研究結果可協助護理行 政及教育者瞭解臨床護理人員護理能力的強處及弱點，作為學校護理教學及臨床在職 教育的參考，以協助護理在臨床實務的發展。 The results of competence evaluation are important for nursing education improvement. The purposes of this study was to: (1) understand and compare graduate’ perceptions of changes in their competence on graduation and one year later in a medical center, (2) understand and compare changes in nursing competence, using head nurse’ evaluations, (3) explore the differences in competence evaluations between graduates and head nurses. The samples included 20 subjects (the total number of nursing graduates from National Taiwan University and working in the medical center in 1999), and their 17 head nurses. Using structured nursing competence instrument, graduate’ and head nurse’ perceptions of competence were measured and then compared at two time points: on graduation and one year after graduation. The findings showed that the best and better nursing competencies on graduation were self and professional development, communication and caring. The competence that rated as least developed was teaching, followed by managing and research. One year after graduation, the best nursing competence was communication, followed by caring, self and professional development, teaching, managing, and research. Changes in nursing competence between graduation and one year after graduation were found in all but self and professional development. On graduation, significant differences were seen between mean graduates and mean head nurse scores assessing competence in communication, self and professional development, and teaching. The results highlight perceived strengths and weaknesses in the nursing graduates and will allow for nursing education development and improvement.
|Appears in Collections:||護理學系所|
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