查詢結果分析
來源資料
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題名 | 迷你臨床演練評量(Mini-CEX)在呼吸治療臨床教育之可能=The Feasibility of Applying the Mini-CEX to Bedside Education for Respiratory Therapists |
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作 者 | 劉金蓉; 朱家成; 程味兒; 廖世傑; 陳柏君; 施純明; 陳偉德; | 書刊名 | 呼吸治療雜誌 |
卷期 | 9:1 2010.01[民99.01] |
頁次 | 頁13-20 |
分類號 | 415.415、415.415 |
關鍵詞 | 迷你臨床演練評量; 呼吸治療; 回饋; Mini-CEX; Clinical evaluation exercise; Respiratory therapy; Feedback; |
語文 | 中文(Chinese) |
中文摘要 | 目的:呼吸治療師是醫事人員的一員,呼吸治療教育也是醫療教育之一環,呼吸治療業務主要是以臨床病人照護爲主,所以必須著重於臨床教育之人員的培育,故本研究藉由探討與會呼吸治療師對mini-CEX七項主要評量項目意義的理解度與min-CEX不同教學方式效果的自我評量幫助程度,旨在探討迷你臨床演練評量(mini-CEX)應用在呼吸治療臨床教學的可接受性與可行性。 方法:本研究的以問卷調查法爲主,針對141位與會者進行mini-CEX工作坊回饋問卷調查,問卷回收136份,回收率96.5%,去除回答不完整的問卷8份,共分析129份問卷,問卷調查所得資料,以SPSS12.0中文視窗版,進行敘述統計分析,又以卡方(chi-squire)檢定mini-CEX七項主要評量項目意義的理解度的差異。 結果:大部份的人(90%)對mini-CEX評量項目理解,97%認爲mini-CEX對呼吸治療專業評量是有幫助的;mini-CEX七項評量以「醫療面談」、「身體檢查」和「諮商衛教」三項有較高的理解(P<0.05),「人道專業」與「臨床判斷」二者理解與不理解兩者無顯著差異,但對比較抽象的議題,如「組織效能」與「整體適任」的理解度則明顯偏低(P<0.05);未來呼吸治療專業評量應用在自己的醫院推行可預期的衝擊爲人員的配合與支持度(含高層支持)(39%)與人力不足是最大的問題(28%);預計推行mini-CEX可能遭遇的困難以人力不足(34%)、和人員的配合與支持度(含高層支持)(33%),並期望加強臨床老師的訓練。 結論:與會人員認爲mini-CEX課程對呼吸治療未來臨床教學很有幫助,可考慮推行到醫師以外的臨床專業人員評值,但需修正內容及人力的評估。 |
英文摘要 | Purpose: The respiratory therapist is an important member of modern health care team. Since the quality of patients' respiratory care depends on the quality of respiratory education, the bedside training program cannot be overemphasized in the professional maturation of a respiratory therapist. The mini-Clinical Evaluation Exercise (mini-CEX) has been successfully applied to physician bedside training, but not to other health care providers. The purpose of this study is to evaluate the perceived benefits and feasibility of the application of mini-CEX bedside education for the respiratory therapists. Methods: One hundred forty-one attendees to a mini-CEX workshop participated in a well-designed questionnaires. The questionnaire was designed for feedback of mini-CEX. The questionnaire's retrieved rates were 96.5%, respectively. All the results were analyzed with SPSS 12.0 statistical software. Results: 97% of the participants declared helpful of the mini-CEX items. Most understanding of all of the mini-CEX evaluation categories are Medical interview, Physical Examination and Counseling Skills (p<0.05), but Organization/Efficiency and Overall Clinical Competence are not easy to understanding (p<0.05). They indicated that the main challenges facing implementation of the mini-CEX included support from supervisors, sufficient staffing, staffs and patients cooperation, and an inadequate number of educational instructors. Conclusions: Most participants strongly supported the value of the mini-CEX, but raised serious concerns regarding the feasibility in implementing it into their education program. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。