范揚
慈濟大學人事室主任
國立東華大學國民教育研究所博士生
慈濟技術學院護理系副教授*
慈濟技術學院護理系講師**
慈濟大學醫學研究所博士生**
摘 要
本研究主要探討護理人員以在職方式進修大學學位時之學習壓力因素及其影響程度為何？透過問卷調查方式了解在台灣東部及西部同時均設有班別之某技術學院為對象，合計問卷應施測對象282份，回收227份，回收率80.50﹪。以描述性統計及單因子變異數分析等統計方法分析，獲致結果及建議如下：
一、影響護理在職進修人員學習之壓力因素以老師要求繳交報告多因素的平均得分最高，為4.33，其次為考試題目內容太難因素，為3.98，第三則為工作負荷因素，平均數為3.95，而同學之間相處問題因素之平均得分最低，為2.70。
二、各項進修壓力因素未因研究對象個人背景不同而有顯著性差異。
三、護理在職人員須擬訂家庭、工作均能兼顧的進修計畫，培養寫作及基本研究能力。
四、學校應設計能與學生工作職場相結合之課程，並安排具豐富臨床經驗之教師擔任授課。
五、學校應多了解護理在職學生，並關懷其家庭及工作情形，避免中輟情形。
關鍵詞：在職進修（In-Service Education）、護理在職人員（In-Work Nurse）、學習壓力因素（Pressure Factors of Learning）
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Pressure Factors Affecting the Learning of the Registered Nurse in BSN Program
Yang-Haw Fann Rengen Ueng* Mann-Chian Wu **
Director, Department of Personnel,
Doctoral Student, Graduate Institute of Compulsory Education,
Dean, Division of Continuing and Extension Education Associate Professor,
Department of Nursing,
Tzu
Lecturer, Department of Nursing,
Doctoral Student,
Abstract
The purpose of this study was to investigate the pressure factors affecting the learning of the registered nurse in BSN program. Data were collected by questionnaires from the students of technology college , campus located in both eastern and western of . Two hundred and eighty-two questionnaires were handed out; two hundred and twenty-seven were collected. The rate of return was 80.50%. Data were analyzed by descriptive analysis, percentage rank, and analysis of variance. Results are:
A.Paper loading (average score 4.33) was the highest pressure factor affecting the learning of the registered nurse in BSN program. Hard examination question (average score 3.98) was the second. Working load (average score 3.95) was the third. Problem from classmate interactions (average score 2.7) was the fourth.
B. In spite of the differences in background, the pressure factors of learning affected the study of the registered nurse in BSN program equally.
C. The registered nurse in BSN program should have a well-design study plan which is suitable for both family and working; they also need to enforce their writing skills and basic research abilities.
D.Course design should have a correlation with student’s work. Instructors should have rich clinical experiences.
E. Institution should pay more attention to BSN program student’s family and working conditions to avoid giving up halfway.
Keywords: In-Service Education, The Registered Nurse in BSN Program, Pressure Factors of Learning