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題 名 | 技職院校職業衛生護理課程需求與規劃=The Needs and Planning for the Course of the Occupational Health Nursing at University of Technology |
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作 者 | 鍾月琴; 陳淑雯; 林麗鳳; | 書刊名 | 中臺學報 |
卷 期 | 17:3 民95.03 |
頁 次 | 頁153-177 |
分類號 | 419.63 |
關鍵詞 | 職業衛生護理課程; 需求; Course of occupational health nursing; Needs; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究目的是探討學生職業衛生護理課程開課的內容、授課方式及評值方法的需求,提供課程規劃之參考。 取樣方式是以學院部日二技學生74位及日四技學生105為研究對象,問卷取得資料經由套裝統計軟體SPSS10.0進行分析。研究結果:整體學生願意選修職業衛生護理課程佔84%,課程及實習開課學分數建議以2學分最多。修習的動機前三位為「充實新知」、「未來就業準備」、「體驗學習的樂趣」。 課程內容需求序位為:「工業中毒」、「職業傷害復健」、「勞工健康檢查」、「相關法規」、「職業衛生護理工作模式、趨勢與展望」、「職場健康促進活動」及「職場參訪」。課程及實習授課方式需求重視實務工作者經驗交流、技術實際操作及機構觀摩。課程及實習評值方式需求為:「準時到實習單位」、「出席率」、「課堂發言次數、參與度」、「書面報告」、「口頭報告」、「自我評值」。 二技學生接受過完整一門職業衛生護理科目組別比在社區衛生護理或公共衛生護理課程只有一個章節為職業衛生護理組別較能同意實習授課內容。四技學生也同樣接受過完整課程組別比只有一個章節為職業衛生護理組別較同意課程授課方式。整體學生選修4學分實習課程組同意實習內容顯著高於3學分組,選習4學分實習課程組同意「實習內容、實習授課及實習評值方式三項總合」顯著高於2學分組及3學分組。 |
英文摘要 | This study aimed to understand the needs of the student in the content, teaching, and evaluation methods for the course of the “Occupational Health Nursing”. The result can be used as a reference for developing curriculum. The subject were 179 college students recruited from two-year and four-year daytime program. The questionnaire was used to collect data, and SPSS 10.0 statistical software was used to analyze the data. Research results indicated that students were willing to take “Occupational Health Nursing” as a elective for the course of the eighty-four percent, and the majority of students suggested 2 credit for this course. The top three learning motivations were “Strengthening of New Knowledge”, “Preparation for Future Career”, and “An Experience of Learning Pleasure”. The demand of the content was classified into “Industrial Poisoning”, “Rehabilitation of Occupational Injury”, “Laborer’ s Physical Check Up”, “Law and Regulation”, “Task Model, Trend and Perspective of Occupational Health Nursing” , “Occupational Health Promotion Activity” and “Professional Visit”. The need of a teaching method for the course and practice was emphasized on practitioner’s experience exchange, technical practical operation, and institutional tour. Evaluation methods for course and practice were “Punctuality”, “Attendance ”, “Participation”, “Written report”, “Oral report”, and “Self- evaluation”. Two-year college students who took one complete instructional course on occupational health nursing had higher agreement for the instructional contents than those groups who received only one chapter of instructional course on community health nursing or public health nursing. Four-year college students who received one complete instructional course on occupational health nursing instead of ones receiving only one chapter of instructional course also show contents to such instruction method. Student groups receiving 4-credit practice course of instruction recognized that contents of the practice had notably higher agreement than that of 3-credit practice course, while student groups selecting 4-credit practice of instruction also agreed that “a comprehensive integration of contents of practice, instruction of practice, and the evaluation method of practice” were superior markedly to that of 2-credit and 3-credit practice courses of instruction. |
本系統中英文摘要資訊取自各篇刊載內容。