臺灣博碩士論文加值系統

溝通與團隊合作能力是臨床醫療照護中的重要環節，適當的溝通技巧可與病人建立良好的人際關係，完善的團隊合作能力則可提升病人的預後與安全，提高照護品質。情境模擬教學可培育護理學生在專業上之溝通能力及團隊合作能力，但目前國內較少針對運用此教學方式同時評量溝通與團隊合作能力之相關研究。因此本研究旨在探討護理學生在情境模擬教學中其溝通與團隊合作能力之變化。
本研究採描述性研究，運用立意取樣方式，取台中某科技大學護理系選修情境模擬教學課程學生為對象，於2016年9月至2017年1月共收106位個案，除收集個人基本資料，亦利用溝通能力查檢表及團隊認知問卷量表評量個案在溝通及團隊合作能力之改變，於課程開始前、第6、12、18週進行測量，以結構式開放性問題允許個案表達其完成情境模擬課程後對個人及專業上之影響。
研究結果顯示，溝通及團隊合作能力在第18週分數均高於前測；整體而言，溝通能力雖未達顯著差異( p = .79)；在團隊合作能力則達統計學上顯著差異( p = .00)。溝通及團隊合作能力以第12週進步最多，可能與增加自學有關。建議情境模擬教學可多運用在不同課程，並增加模擬案例，延長觀察時間，以增進護理學生之溝通及團隊合作能力，並了解長期效應。

Communication and teamwork are two important areas in clinical care settings. Appropriate communication skills can help nurses to establish good patient-nurse relationship, while a well-built teamwork environment promotes patients’ safety and increases quality of care. The simulation training can cultivate students in the professional communication skills and teamwork ability. Currently, little research studies were found in this topic in Taiwan. The purpose of the research study was to understand the influence of simulation teaching in nursing students on communication and teamwork.
The descriptive research design was used in this study. Participants were undergraduate students who were taking the simulation class from September 12, 2016 to January 16, 2017. A total of 106 participants were obtained. The Communication Competence Scale (CCS) and the Teamwork Perceptions Question(T-TPQ) were used as the research measuring tools. The participants’ communication and teamwork abilities were measured before, the 6th week, the 12th week，and after the end of the course. The structured open-ended questions allow participants to express their experiences and suggestions about this simulation course. Data were analyzed with SPSS 20.0 for Windows statistical software.
The study data showed that the scores in the 18th week were higher than the pretest in both communication and teamwork areas. The communication overall score changes did not reach a statistically significance (p = .79), but the teamwork overall scores did (p = .00). Both showed the most progress was in the 12th week and this may resulted from an increase of self-learning. It suggests that the use of simulation in different courses and developing more simulation scenarios may enhance nursing students’ communication and teamwork skills. The longitudinal study design may help future researchers to observe the long term effect of the simulation class.

致謝 2
中文摘要 3
英文摘要 4
第一章 緒論 7
第一節 簡介 7
第二節 研究動機及重要性 8
第三節 研究目的 11
第四節 研究問題 11
第五節 研究架構 11
第六節 名詞界定 13
第二章 文獻查證 15
第一節 情境模擬教學 15
第二節 溝通 18
第三節 團隊合作 21
第四節 情境模擬教學在溝通與團隊合作之運用 24
第三章 研究方法 27
第一節 研究設計 27
第二節 研究場所與收案對象 27
第三節 資料收集內容 29
第四節 研究工具 30
第五節 資料收集過程 32
第六節 研究倫理考量 34
第七節 資料整理與分析 36
第四章 研究結果 37
第一節 研究對象基本資料 38
第二節 接受情境模擬教學之學生於溝通能力之變化 40
第三節 接受情境模擬教學之學生於團隊合作能力之變化 45
第四節 護理學生自學情形 54
第五節 開放性問卷結果 55
第五章 討論 56
第一節 基本屬性 56
第二節 情境模擬教學後對護理學生溝通能力影響 57
第三節 情境模擬教學後對護理學生團隊合作能力影響 59
第六章 結論、研究限制與建議 61
第一節 結論 61
第二節 研究限制與建議 62
參考文獻 64
中文部分 64
英文部分 66
附錄
附錄一 人體試驗委員會試驗同意書 71
附錄二 受試者同意書(匿名問卷) 72
附錄三 「溝通能力查檢表」授權使用同意書 74
附錄四 團隊認知問卷量表專家效度審定之專家名單 75
附錄五 專家效度審定之檢定評估表 76
附錄六 研究問卷 79

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