以學思達教學法應用於老人護理課程之實踐與成效   免費試閱

Application and Effectiveness of Sharestart Teaching in Gerontological Nursing Courses

有鑑於大學生與老人階段的年齡差距，致使他們無法體諒、關懷老人，進而影響老人課程的學習深度。本研究對象為110位兩班四技四年級護理系學生，運用「學思達」教學模式，以老人模擬體驗、與社區老人面對面溝通訪談、老人失智影片教學、小組討論、小組報告，並以撰寫反思學習單，自編學習成效滿意度評量、質性回饋資料等多元方式檢視學習成效。學生學習成果量化分析顯示，105～106學年度課程成績有所提升；期末學習成效滿意度問卷分析亦顯示，應用「學思達」教學模式之單元，學生對於課程學習之滿意度高於傳統教學法的授課方式；多元回饋質性分析顯示，學生認為「學思達」教學法能達到「為學習加分」、「實際應用幫助課程學習」、「同理關懷老人」、「切身體驗使學習深刻印象」、「身歷其境的感同身受」、發現「面對生病的無力感」並「思考失智後的未來」，以及體認「生命是值得慶賀」。總結本研究採用「學思達」教學法，使老人護理課程能貼近老人、創造一個有溫度的學習情境，提升護理系學生的學習興趣與學習成效。

The age gap between university students and older adults possibly results in nursing students’ failure to understand and care for older adults, in turn reducing their learning depth in gerontological nursing courses. The research participants were 110 fourth-year nursing students from two classes at a university of science and technology. The Sharestart teaching model was implemented on these participants; specifically, these participants engaged in simulated interactions with older adults, conducted in-person interviews with older adults in local communities, watched instructional videos about dementia, as well as participated in group discussions and presentation. Furthermore, the participants’ learning outcomes were assessed through diverse means, including participants writing up worksheets, completing a satisfaction questionnaire developed by the authors of this study, and providing qualitative feedback. A quantitative analysis on the participants’ learning outcomes revealed that their academic performance improved in the academic year of 2016-2017. According to the satisfaction questionnaire administered to the participants at the end of the semester, the participants had higher satisfaction with the Sharestart teaching compared with conventional teaching. A qualitative analysis on the students’ feedback showed that the Sharestart teaching “improved my learning outcomes,” “assisted in my learning process of the course,” “increased my empathy toward older adults,” “enhanced my memory for learned concepts through practical experience,” “enabled me to empathize for others,” “confronted me with the powerlessness of older adults in the face of diseases,” “urged me to think about future life with dementia,” and “made me realized that life is worth celebrating.” The Sharestart teaching employed in this study facilitated interactions between students in the gerontological nursing course and older adults, thereby creating a warm learning environment and improving nursing students’ interest in and outcomes of learning.