CHENG-FANG YANG楊承芳2024-10-012024-10-012022https://scholars.lib.ntu.edu.tw/handle/123456789/721649Nursing is a practical discipline. The purpose of nursing education is to cultivate nursing students’ professional knowledge and skills and clinical judgment with regard to solving health problems and providing appropriate nursing care to patients. This study recruited a purposive sample of nursing students enrolled in a Bachelor of Science degree course titled “Integrated Application of Basic Medical Science in Nursing.” The concept of clinical judgment was integrated into the students’ 18-week curriculum, covering one semester. At the beginning and end of the semester, the students were asked to analyze the health problems of patients in certain scenarios. At the end of the semester, the students who were willing to be interviewed were invited to conduct qualitative interviews for the researchers to understand their learning experiences and the effectiveness of those experiences for their growth as nurses. A total 53 students were enrolled in the degree course; 47 of these students completed pre-measurement and post-measurement tasks, and 22 underwent a qualitative interview at the end of the semester. After teaching was conducted based on a clinical judgment model, the pretest score for critical thinking (63.23 ± 7.16 points) did not significantly differ from the posttest score for critical thinking (63.43 ± 7.54 points; p = 0.86), and the posttest score (48.40 ± 7.34 points) for clinical judgment was significantly higher than the corresponding pretest score (37.04 ± 10.72 points; p < 0.001). In addition, the score for the analysis of patients’ health problems at the end of the semester (3.13 ± 1.66 points) was significantly higher than that at the beginning of the semester (1.79 ± 1.40 points; p < 0.001). In the qualitative interviews, most of the students stated that the critical judgment teaching model helped them comprehend the purpose of nursing and had made them more aware of how they can analyze their patients’ problems effectively. In summary, the present teaching model achieved impressive results in terms of improving nursing students’ clinical judgment abilities. Thus, the present findings can help nursing educators provide effective teaching, conduct research, and guide students through practical scenarios to adequately prepare nursing students for practice.護理專業是一門實務性學科，其教育的目的就是培育學生應用專業知識、技能及臨床判斷能力，解決病患健康問題以提供合宜的護理照護。本研究招募修習「基礎醫學護理的整合與應用」課程的學生。以臨床判斷模式的概念融入18週的課程設計中，於學期初及學期末，請同學分析案例中病人的健康問題、並填寫臨床判斷自我評量表、批判性思維特質量表，於學期末邀請願意接受訪談的學生，進行質性訪談以瞭解學生的學習經驗及成效。 研究發現，53位學生參與「基礎醫學護理的整合與應用」，47位學生完成臨床判斷模式的教學策略的課前、課後測量，其中22位學生於課程結束後接受質性訪談。接受一學期臨床判斷模式的引導式教學後，學生批判性思維前測分數(63.23分 ± 7.16)，與後測分數(63.4 3分 ± 7.54)無差異(p = 0.86)；臨床判斷後測分數(48.40分 ± 7.34)顯著高於前測分數(37.04分 ± 10.72) (p = 0.00)；案例分析_病人健康問題的後測統計(3.13 ± 1.66)，顯著高於前測統計 (1.79 ± 1.40) (p = 0.00)。質性訪談部分，多數學生表示經歷臨床判斷模式的教學，協助剛進入醫學領域的學生抓住護理的重點，在面對臨床個案時比較清楚如何分析病人問題。本教學模式在提升學生臨床判斷能力有顯著成效。研究結果提供相關教學人員在教學、研究及臨床照護的參考。report