楊仁宏黃建寧鍾月琴Yueh-Chin Chung醫學研究所2026-10-292021-03-112014https://handle.ncl.edu.tw/11296/k8f9a4https://scholars.csmu.edu.tw/handle/123456789/36007研究目的：本研究目的使用Kirkpatrick訓練成效評估模式探討護理教師學習動機與教育訓練成效關係及影響因素，提供學校教師發展中心(Center for Faculty Development, CFD)及護理系規劃辦理活動及課程改善之參考。材料與方法：本研究為橫斷式調查研究，研究以量性為主，質性為輔的方式進行，應用結構問卷調查、焦點團體座談會及7位個人質性晤談進行資料收集，結構問卷以13所科技大學及技術學院護理系教師281名為研究對象，回收率50％，再以一所護理系30位教師之客觀的臨床能力試驗（Objective Structured Clinical Examination ,OSCE）介入活動作為Kirkpatrick’s 評估模式資料評值。所得資料採用SPSS 17.0進行分析，內容包括次數分配、百分比、平均值、t檢定、皮爾森相關積差分析、單因子變異數分析(One-way ANOVA)分析檢定。結果：1.學習動機：教師基於求知興趣、因應職務所需、自我提升等動機而參與活動，為提升教學效能，增進學生學習，多數不認為是認識朋友及發展社交關係而參加訓練。2.訓練課程：(1)在「教育理念」受益最深課程：倫理教學、護理教育發展趨勢、人文教學。教師希望多認識教育哲學教學。教育策略受益最深的是PBL教學技巧、小組教學技巧、床邊教學技巧、雲端平台研習、回饋技巧。而教師目前最想參與的是小組教學技巧。曾接受過、受益最深及未來最想參與教學課程為OSCE；參與論文寫作及研究技巧領域課程；輔導服務領域為諮商技巧；行政領域課程為成本概念、激勵技巧；教師個人生涯發展領域課程為個人發展計劃。(2)參與社羣活動主題以問題導向學習教學(Problem-Based Learning, PBL)、客觀的臨床能力試驗（OSCE）、IRS即時反饋系統教學(Interactive Response System, IRS)、微縮教學(Instructional Skills Workshops, ISWs)。(3)未來願意參與CFD舉辦課程，最希望的活動方式是工作坊、社羣、成長營。較能接受半天、1天的活動時間。3.教育訓練成效結果：全體研究對象平均分數為3.71；教育訓練成效依序為「反應構面」、「學習構面」、「行為構面」及「成果構面」。4.影響因素：(1)內在學習動機對教育訓練成效有顯著的正向影響；全體教師內在學習動機與教育訓練成效評估成正相關(r=0.66)。(2)主管比非主管在內在學習動機及教育訓練成效評估顯著較高。(3)地域的不同在教育訓練成效方面有差異。(4)在背景變項方面，助理教授有較高外在學習動機；工作年資久者及教授級之教師有較高的教育訓練成效。(5)教師參與OSCE介入活動持中等至高度同意，認為活動能增加教師在臨床及教學上的應用性、增進教學自信心及能力，對個人之專業成長有所助益。結論：發現教師參與CFD活動多以積極態度面對，對於訓練課程的學習成效、行為改變、組織效益等多持正面肯定，98.6％的教師願意繼續參與CFD未來舉辦活動。建議：1.透過自我成長，提升教師內在學習動機及學習意義感，透過獎勵制度，獲得肯定認同：推廣創意思考、多元互動教學模式，加強社群功能性，以激起符合不同訓練課程之興趣。2.教師個人訓練課程需求有差異，透過結果調整教育訓練計劃，以提升教育訓練成效：新進教師需要常規校務課程；資深教師需要增能、心靈成長課程與成立支持團體，是有所差異。成立專業社羣模式，建立優質的訓練移轉環境：教育訓練的規劃，能與學校的經營目標結合，國際發展接軌以及教師的生涯發展相配合，才能使教師擔任未來職務所需。而未來提升與他人的溝通協調能力；處理事情的效率及有效協助提升同仁的教學能力的目標是規畫的重點。3.內在學習動機愈強，教育訓練成效就愈強，主管、工作年資久與教授級教師有帶領提攜的責任。4.採取Kirkpatrick評估模式，為教育訓練成效評估之依據，此模式可實施於介入活動成效評值。Objective: The objective of this study is to evaluate the faculty’s learning motivations and the effectiveness of faculty development programs in nursing colleges with kirkpatrick’s model. The results can serve as a policy-making reference for nursing education and for improving and planning of faculty training programs in nursing schools.Methods and Materials: In applying a quantitative-based, supplemented by qualitative research research design, we conducted a cross-sectional questionnaire survey on 281 faculty members in 13 different Universities of Science and Technology, obtaining a response rate of 50%. Quantitative research methods included focus group and 7 individual qualitative interviews to collect information. Thirty nursing faculty members were involved in objective structured clinical examination (OSCE) interventions program of Kirkpatrick''s evaluation. After data collection, valid samples were processed and analyzed using descriptive statistics, the Pearson correlation and ANOVA with SPSS17.0.Results: The results we obtained are described as follows: (a) The learning motivation of the majority of faculty attending training activities involved the pursuit of knowledge and individual interests, meeting the requirements of the job, and self-improvement, in contrast to simply making new friends or developing social relationships. (b) Faculty stated that they acquired the most knowledge from the fields of new curricular design and nursing-ethics teaching, and from trends in nursing education development, whereas expressed enthusiasm for courses in nursing humanities. Faculty stated that they learned more from problem-based learning (PBL), small group tutoring skills, bedside teaching skills, the cloud platform for learning, and feedback skills than from other teaching strategies. Activities related to research and thesis writing skills were considered beneficial to their personal development. The faculty expressed high interest in participating in the courses of OSCE; in addition, faculty also gave greater support on programs related to counseling skills, nursing administration, and motivational theory and practice, and personal career.Very high proportion (98.6％)of faculty was willing to participate in the programs in the furure, and most of them preferred a half-day and 1-day activities with formats of workshop, learning communities and growth camps. (c) Effectiveness of the faculty training programs was evaluated with Kirkpatrick model : “response level,” “learning level,” “behavior level,” and “result level.” We investigated with a survey for all participants, and almost all faculty rascribed to intrinsic motivation rather than oxternal factors, and a significantly positive correlation was demonstrated between impacts and the 4 effectiveness levels on all (r = 0.66). Effectiveness of training pogram was determined to be significantly higher in administration levels than in that of teaching faculty. The needs of programs were different for faculty among various disciplines and teaching experiences. (d) Faculty who participated in OSCE activities expressed agreement that the learning experiences brought the scope of clinical applicability and a higher confidence on clinical teaching, and was beneficial to their professional growth.Conclusions: Faculty participating in the faculty training programs from different regions of Taiwan’s Nursing Colleges expressed an affirmative positive attitude and believed that the effectiveness of the programs were beneficial to their teaching and learning for nursing faculty. Our investigation demonstrated that facutlty development programs are beneficial to enhance the quality of nursing education to all institutions. A substantial majority (98.6%) of faculty is willing to participate in the future faculty development programs.Recommendations: (a) Rewarding system is beneficial to to enhance faculty to participate in the training/learning programs or activities. Critical thinking and multiple interactive teaching modes and learning communities can be promoted to strengthen to meet different training requirements. self-directed and life-long learning. (b) To develop a mechanism to encourage faculty to participate in learning/training programs, which are lined up with the missions and objectives of each individual institution and international and accreditation standards. (c) The institution should respect faculty who has higher intrinsic motivation and will have high effectiveness through the training/learning programs. (d) Our research supported that the Kirkpatrick 4-level evaluation model is useful as a tool to investigate the effectiveness of the programs or activities to enhance faculty development in nursing collegs.thesis