探討線上教學模式對職業衛生護理專業能力發展的影響：直播與影片課程教學效果之比較分析

Exploring the Impact of Online Teaching Models on the Development of Professional Competencies in Occupational Health Nursing: A Comparative Analysis of the Effects of Live Streaming and Video Teaching

本研究旨在比較直播和影片兩種線上教學模式對職業衛生護理人員專業核心能力的影響。研究採用準實驗設計，招募110位具職業衛生護理人員資格但工作經驗未滿一年者，隨機分配實驗組（直播課程，n = 55）和對照組（影片課程，n =55），課程內容涵蓋法規政策、健康管理、預防監測及健康促進四大領域，以衛生教育理論為基礎，進行為期8週，每週兩小時的線上課程。課程成效評估採用自編問卷，於課程前、後及結束4週後評估參與者的專業知識、技能和自我效能，研究最終完成人數為實驗組45位及對照組48位。

研究結果顯示：知識方面，影片課程在短期內學習效果較佳（β = -0.527，p = .022），但長期則無顯著差異；在技能方面，直播課程組在後測階段出現顯著下降（β = -0.327，p = .039），且後後測階段的提升更顯著低於對照組（β =-0.418，p = .045）；在自我效能方面，兩組均有顯著提升，但長期而言影片教學效果較優（β = -2.8，p = .016）。建議應採用混合教學模式，結合直播、影片和面對面教學，以優化知識傳授和技能培養，同時加強案例分析與實務操作，增加互動式模擬練習以提高學習成效。未來研究方向包括評估不同教學模式的持續影響、探討個人化學習路徑，以及新技術如虛擬實境在職業衛生護理教育中的應用可能性。

 

This study compared the effects of live streaming and video-based online teaching modes on occupational health nurses’ professional core competencies. Using a quasi-experimental design, 110 qualified occupational health nurses with less than one year of experience were randomly assigned to either the experimental group (live streaming, n = 55) or control group (video-based, n = 55). The eight-week curriculum covered regulatory policies, health management, preventive monitoring, and health promotion, based on the Theory of Planned Behavior, Social Cognitive Theory, and Social Support. A self-developed questionnaire assessed participants’ knowledge, skills, and self-efficacy before, immediately after, and four weeks following the intervention.

Final analysis included 45 participants in the experimental group and 48 in the control group. Video-based teaching showed better short-term effects on knowledge acquisition (β = -0.527, p = .022), while the live streaming group demonstrated significant decline in skills during post-test (β = -0.327, p = .039) and lower improvement at follow-up (β = -0.418, p = .045). Both groups showed improved self-efficacy, with video teaching demonstrating superior long-term effects (β = -2.8, p = .016). The study recommends adopting a blended learning approach combining multiple teaching modes to optimize knowledge transfer and skill development. Future research should evaluate the sustained impact of different teaching modes and explore the potential of personalized learning paths and virtual reality applications in occupational health nursing education.