2011-08-012024-05-14https://scholars.lib.ntu.edu.tw/handle/123456789/656361摘要：醫護教育強調學生應整合末期照顧之「知識、態度及技能」，以發展出末期醫療照護之臨床核心能力，本研究團隊過去一系列相關之教育研究，著重於不同形式之教學教材內容的研發設計，發展出醫學院大學部醫護學生生命末期醫療照護之教育目標、主題以及以病人為中心之多媒體互動教學法，亦進行教學與評值。同時發現必需建構一套有系統之多元教學策略與評量方法，來評核末期照護之「臨床專業技能、溝通與團隊合作、關懷、終身學習、倫理以及批判性思考」的臨床核心能力。故本研究擬透過六個臨床常見之末期重要照顧議題：「末期病情溝通、家庭會議、全人評估、舒適照顧、末期醫療倫理及團隊會議」做為編製OSCE 之考題情境，並進行教學，以落實基礎之生命末期照護教育。本子研究計畫主要依據整合性研究計畫總目標，採行動研究法，針對30 位醫護學生進行360 度OSCE 回饋教學及評量，分別完成下列三年之研究目的：1)以現有發展的本土化教材為基礎，發展出培養末期照護臨床核心能力的適切教學策略；2)以OSCE 為主軸，針對末期醫療照護「全人評估」與「舒適照顧」兩大議題，建置適合國內具信效度之臨床核心能力評量工具與方法。擬雙組採準實驗研究設計，並評值其學習成效。藉此落實「末期醫護專業知識與臨床技能」以及「批判思考能力」之知能；3)編制「生命末期照護能力評鑑指標與過程之臨床學習」指引; 4)舉辦OSCE 實作工作坊及共識營，並推廣之。藉由此三年計畫，建置醫護教育之末期照護教育的完善教材、教學策略與評值工具，以全面提昇國內末期照護的教學品質。<br> Abstract: In the past two decades, end-of-life care in nursing education has emphasized thepatient-centered holistic care and the learning in knowledge, attitudes and skillscomprehensively. After the endeavors in our previous studies, the improvement in thecurriculum of end-of-life care in knowledge, attitudes and skills has been noted. Nevertheless,to establish better educational system, it is necessary to develop more comprehensive teachingstrategies and evaluational tools toward the clinical competency, communication, team work,comfort care, compassion and ethical decision making.The three-year period study in accordance with total goals of integrated projects, willaim to: 1) design teaching strategies of clinical core competency on the basis of the teachingmaterials previously established, 2) develop evaluational tools principly based on OSCEtoward whole person assessment and comfort care, 3) investigate the current status of nursingstudents in the opinions of above topics and compare the differences between training andcontrol groups with quasi-experiment method, 5) modify the teaching strategies to enhanceprofessional knowledge, skills and critical thinking ability, 5)design the workshop for teachertraining and promote the teaching and evaluational resources.Anticipating results will include: 1) educate more efficiently the nursing students thecompetency of patient-centered care and develop a sense of intimacy and manageablepersonal responsibility for suffering persons, 2) provide the continuous and efficaciouslearning evaluation tools, which will promote the quality of teaching and services ofend-of-life care. Eventually, the goal of nursing education can be achieved morecomprehensively.末期照護醫護教育臨床核心能力全人評估舒適照顧客觀結構式臨床測驗end-of-life carenursing educationclinical core competencywhole person assessmentcomfort careObjective Structured Clinical Examination (OSCE)