臺灣博碩士論文加值系統

本研究目的在探討專科護理學生知覺臨床護理教師關懷行為與學習滿意度之現況，並探究專科護理學生知覺臨床護理教師關懷行為與學習滿意度之關係及內涵。採橫斷式相關性研究，以北部某醫護管理專科學校二專日間部、二專夜間部及進修部、五專部於94學年度下學期至某醫學中心內科病房、外科病房、護理之家、精神科病房實習之護理學生，共296人為研究對象。使用結構式問卷:「知覺關懷行為量表」及「學習滿意度量表」與個別性訪談呈現四個關懷向度內涵，經資料分析所得，研究結果重要發現如下:1.專科護理學生所知覺到臨床護理教師的關懷行為是中等偏高的正面關懷。2.不同學制及不同實習科別的專科護理學生所知覺到臨床護理教師的關懷行為有顯著差異。3.年齡愈大、工作經歷愈資深的專科護理學生所知覺到臨床護理教師的關懷行為呈顯著負相關。4.專科護理學生整體學習滿意度在「非常滿意」至「滿意」之間，屬於中上偏高之滿意程度。對護理工作愈有興趣者學習滿意度愈高。5.專科護理學生學習滿意度與臨床護理教師的關懷行為呈顯著正相關。臨床護理教師在「教學環境營造」及「教學方法」向度的關懷行為對專科護理學生學習滿意度具顯著預測力。6.專科護理學生知覺臨床護理教師關懷行為之內涵主要反應在「滋養」、「互動」、「期待」、「模範」四個向度。最後，根據本研究結果提出對護理臨床教育、護理研究及後續相關研究之建議方向，以供參考。

關鍵字:臨床護理教師、知覺關懷行為、學習滿意度

The purpose of this research was to explore the existing situation of clinical nursing teacher’s caring behaviors and learning satisfaction and to investigate the relationship and the connotation meaning between the perception clinical nursing teacher’s caring behaviors and the learning satisfaction by the junior college nursing students. The cross-sectional correlation design was used and taking some 296 nursing students as the participants. These students are studying at day section and night section of 2-year institute as well as after-school study section and 5-year section of the medical nursing management institutes located in northern Taiwan and are assigned to take practicing courses at internal medicine wards, surgery wards, nursing home and psychological medicine wards in a medical center during the second semester of 2005. The Structural Questionnaires were used, focusing on “Perception of Caring Behaviors Scale”, Learning Satisfaction Scale” and individual interview to present the connotation meaning of four kinds of caring aspects. After analyzing the questionnaires, the result indicated as the followings: 1) The caring behaviors of the clinical nursing teachers as being perceived by the junior college nursing students belong to above-the-medium positive caring. 2) Obvious difference exists for the clinical nursing teacher’s caring behaviors as being perceived by the junior college nursing students in aspects of different semester system and different practicing sections. 3) Negative correlation exists for the clinical nursing teacher’s caring behaviors as being perceived by the junior college nursing students in aspects of the seniors, and the students of rich clinical work experienced. 4) The overall learning satisfaction of the junior college nursing students falls between “Very Satisfied” and “Satisfied”, which belongs to above-the-medium satisfaction. The more is interested in nursing, the more is satisfied. 5) Positive correlation exists between the caring behaviors of clinical nursing teachers and the learning satisfaction of nursing students, indicating obvious prediction in aspects of “Creating Teaching Environment” and Teaching-learning Process” for the learning satisfaction of nursing students. 6) The connotation meaning of the junior college nursing students for the perception clinical nursing teacher’s caring behaviors is mainly reflected on “Nurturance”, “Interaction”, “Expectation” and Modeling”. Finally, the suggestions were proposed according to the research result.

Keywords: Clinical Nursing Teacher, Perception of Caring Behaviors, Learning Satisfaction

目 錄
誌 謝……………………………………………………………………………Ⅰ
中文摘要……………………………………………………………………………Ⅱ
英文摘要……………………………………………………………………………Ⅲ
目 錄……………………………………………………………………………Ⅳ
圖表目次……………………………………………………………………………Ⅵ
第一章 緒論
第一節 研究動機及重要性 ………………………………………………………1
第二節 研究目的 …………………………………………………………………3
第三節 研究問題 …………………………………………………………………3
第四節 研究假設 …………………………………………………………………4
第五節 名詞解釋 …………………………………………………………………5
第六節 研究限制 …………………………………………………………………7
第二章 文獻探討
第一節 關懷行為的意義 …………………………………………………………8
第二節 學習滿意度的意義………………………………………………………17
第三節 知覺關懷行為與學習滿意度相關之研究………………………………30
第三章 研究方法
第一節 研究設計…………………………………………………………………33
第二節 研究對象…………………………………………………………………35
第三節 研究工具…………………………………………………………………36
第四節 研究程序…………………………………………………………………41
第五節 資料分析…………………………………………………………………43
第六節 研究之倫理考量…………………………………………………………44

Ⅳ
第四章 研究結果與討論
第一節 研究樣本背景變項分析…………………………………………………45
第二節 研究樣本背景變項與知覺臨床護理教師關懷行為之差異分析………47
第三節 研究樣本背景變項與學習滿意度之差異分析…………………………63
第四節 專科護理學生學習滿意度與臨床護理教師關懷行為相關之分析……76
第五節 臨床護理教師關懷行為對專科護理學生學習滿意度之預測分析……77
第六節 專科護理學生知覺臨床護理教師關懷行為與學習滿意度關係內涵之
分析 ………………………………………………………………………………80
第五章 結論與建議
第一節 結論………………………………………………………………………85
第二節 建議………………………………………………………………………86

參考文獻
中文部份 …………………………………………………………………………88
英文部份 …………………………………………………………………………92

附錄
附錄一:預試問卷 …………………………………………………………………103
附錄二:訪談大綱 …………………………………………………………………109
附錄三:訪談同意書 ………………………………………………………………110
附錄四:專家內容效度名單 ………………………………………………………111
附錄五:專家內容效度評分結果 …………………………………………………112
附錄六:正式問卷 …………………………………………………………………118
附錄七:參與研究同意書 …………………………………………………………124

Ⅴ
圖表目次
圖2-1　Watson人性關懷理論與臨床護理教師關懷行為關係圖 ………………14
圖2-2　雙因子理論與學習滿意度之關係圖………………………………………22
圖2-3　期望理論與學習滿意度之關係圖…………………………………………24
圖2-4　投入─產出理論與學習滿意度之關係圖…………………………………25
圖3-1　研究架構圖…………………………………………………………………33
圖3-2　研究流程圖…………………………………………………………………43
圖4-1　不同學制與知覺關懷行為比較……………………………………………50
表2-1　學習滿意度之研究向度……………………………………………………26
表3-1　預試樣本分布………………………………………………………………36
表3-2　正式施測樣本分布…………………………………………………………36
表3-3　知覺關懷行為量表因素分析、信度分析摘要表…………………………40
表3-4　學習滿意度因素分析、信度分析摘要表…………………………………41
表4-1　研究樣本背景變項…………………………………………………………46
表4-2-1　專科護理學生知覺臨床護理教師關懷行為之現況……………………48
表4-2-2　不同學制專科護理學生對知覺臨床護理教師關懷行為之單因子變異數分析………………………………………………………………………………………50
表4-2-3　不同實習科別專科護理學生對知覺臨床護理教師關懷行為之單因子變異數分析………………………………………………………………………………………52
表4-2-4　專科護理學生之年齡與知覺臨床護理教師關懷行為之相關分析……53
表4-2-5　不同婚姻狀況專科護理學生對知覺臨床護理教師關懷行為之平均數、標準差分析………………………………………………………………………………………54
表4-2-6　專科護理學生之工作年資與知覺臨床護理教師關懷行為之相關分析55
表4-2-7　不同就讀動機專科護理學生對知覺臨床護理教師關懷行為之單因子變異數分析………………………………………………………………………………………57
Ⅵ
表4-2-8　不同實習分數專科護理學生對知覺臨床護理教師關懷行為之單因子變異數分析………………………………………………………………………………………59
表4-2-9　就讀護理科前，對護理工作之興趣專科護理學生對知覺臨床護理教師關懷行為之單因子變異數分析……………………………………………………………………61
表4-2-10 不同背景變項專科護理學生知覺臨床護理教師整體及各向度關懷行為
之綜合摘要表 ………………………………………………………………………62
表4-3-1　專科護理學生學習滿意度之現況………………………………………63
表4-3-2　不同學制專科護理學生對學習滿意度之單因子變異數分析…………65
表4-3-3 不同實習科別專科護理學生對學習滿意度之單因子變異數分析……66
表4-3-4　專科護理學生之年齡與學習滿意度之相關分析………………………67
表4-3-5 不同婚姻狀況專科護理學生對學習滿意度之平均數、標準差………68
表4-3-6　專科護理學生之工作年資與學習滿意度之相關分析…………………69
表4-3-7 不同就讀動機專科護理學生對學習滿意度之單因子變異數分析……71
表4-3-8　不同實習分數專科護理學生對學習滿意度之單因子變異數分析……72
表4-3-9　就讀護理科前，對護理工作之興趣專科護理學生對學習滿意度單之因子變異數分析………………………………………………………………………………………74
表4-3-10 不同背景變項專科護理學生整體及各向度學習滿意度之綜合摘要表75
表4-4　專科護理學生學習滿意度與臨床護理教師關懷行為之相關分析………76
表4-5　專科護理學生學習滿意度迴歸變異數分析………………………………78
表4-6　專科護理學生學習滿意度逐步多元迴歸分析……………………………78
表4-7　訪談樣本特性………………………………………………………………80

參考文獻
一、中文部份
方志華(2002)。關懷倫理學觀點下的教師專業素養。教育研究資訊，10(2)，1-20。
王克先(1992)。學習心理學。台北:桂冠。
朱敬先(2001)。學習心理學。台北:千華。
吳明輝(2001)。台北市高職工業類科學生對新課程學習滿意度之研究。國立台灣師範大學工業教育研究所碩士論文，台北市。
吳嚴華(2002)。國立空中大學高雄地區學生對課程實施滿意度之比較研究。國立高雄師範大學成人教育研究所碩士論文，高雄市。
巫銘昌、謝茂炯、林信伯、李建忠(2001)。二技生選擇升學管道之影響因素及其
學習成效之分析研究─機械系個案研究。科技學刊，10(1)，69-77。
李皎正(1992)。護理臨床教學特質之因素分析。護理雜誌，39(2)，101-113。
李皎正(2001)。關懷指引於護理臨床教育之應用與評價(行政院國家科學委員會專題研究計劃成果報告)。高雄市:輔英技術學院。
李皎正、方月燕(2000)。關懷照護─護理教育的核心。護理雜誌，47(3)，22-28。
李引玉(1992)。重要的臨床教學行為。護理雜誌，39(2)，21-25。
李素卿(2003)。當代教育心理學。台北:五男。
李隆旼(2002)。綜合高中教師效能指標建構之研究。未出版之碩士論文，國立台北科技大學技術及職業教育研究所，台北市。
周文欽(2002)。研究方法―實徵性研究取向。台北:心理。
林世華(2005，5月)。Revised Blooms Taxonomy的原理與應用。在教育部技術及職業教育司主辦，職場情境與執業能力本位模組化課程與教學工作坊研討會，台北市。
林生傳(2004)。教育心理學。台北:五南。
林宜昀、丘周萍(2003)。關懷的概念分析。護理雜誌，50(6)，74-78。
林淑芬(2004)。我國技專校院商業類學生學習滿意度之研究。國立台灣師範大學工業教育研究所碩士論文，台北市。
邱皓政(2002)。量化研究與統計分析。台北:五南。
邱艷芬(2000)。護理教學心得分享。醫學教育，4(3)，410-412。
科伯英漢雙解辭典編輯委員會(2000)。科伯英漢雙解辭典。台北:東華。
馬淑清(2002)。加護病房病患與護理人員對重要關懷行為看法之比較。私立高學醫學大學護理學系碩士論文，高雄市。
馬鳳歧(2000)。不同大學護生人性關懷感受比較(行政院國家科學委員會專題研究計劃成果報告)。台北市:國立陽明大學臨床護理研究所。
涂山華(2004)。中華民國紳士協會男性學員學習動機暨學習滿意度調查研究。國立台灣師範大學教育社會學系在職進修碩士論文，台北市。
涂國祥(2003)。台灣北區綜合高中學生學習滿意度之研究。國立台灣師範大學工業教育學系碩士論文，台北市。
唐福瑩(1992)。臨床教師應培養的行為特質。護理雜誌，39(2)，27-31。
張春興、林清山(1998)。教育心理學。台北:東華。
張聖麟(2001)。改善教學品質的方法:提高學生學習動機。生活科技教育，34(1)，9-14。
張嘉娟、廖美男、杜素珍、胡瑞桃(2000)。護理行政實習臨床指導教師之評價。護理雜誌，47(6)，32-41。
許素珍(2005，11月)。教育改革對護理專業教育之影響。在行政院衛生署主辦，護理政策系列論壇，台北市。
許淑蓮、林惠賢、黃秀梨(2001)。護生初次實習壓力、身心社會狀態、因應行為與人格特質關係之探討。護理研究，9(3)，233-245。
陳昆仁(2001)。國中技藝教育班學生學習環境滿意度之調查研究。國立台北科技大學技術及職業教育研究所碩士論文，台北市。
陳美玉(1999)。教師專業學習與發展。台北:師苑。
黃玉湘(2002)。我國社區大學學員學習動機與學習滿意度之研究。國立中正大學成人及繼續教育研究所碩士論文，嘉義縣。
黃國彥(2004)。教育心理學。台北:心理。
黃曬莉、李茂興譯(1990)。組織行為―管理心理學理論與實務。台北:揚智。
馮丹白、吳明振、陳瑞榮、周碩樑、吳明全(2002)。技專校院學生學習成效評量研究報告(教育部委託專案)。台北:國立台灣師範大學。
楊國樞、吳聰賢、文崇一、李亦園(1990)。社會及行為科學研究法。台北：東華。
楊麗秀(2004)。四技不同入學管道學生學習成效之比較研究―以一所國立科技大學為例。國立雲林科技大學技術及職業教育研究所碩士論文，雲林縣。
楊麗珠(2004，12月)。我國醫護職場的變遷與護理人員未來就業能力評析。在教育部技術及職業教育司主辦，職場情境與執業能力本位模組化課程及教學工作坊研討會，台北市。
葉連祺、林淑萍(2003)。布魯姆認知領域教育目標分類修定版之探討。教育研究月刊，105，94-106。
葛樹人(1987)。心理測驗。台北:桂冠。
趙可式(2004)。台灣護理教育評鑑制度初探。護理雜誌，51(4)，22-26。
歐淑芬(2004)。五專護理科學生關懷行為之相關探討。國立台北護理學院醫護教育所碩士論文，台北市。
蔣欣欣、陳美智、許樹珍(2003)。小組教學團體的對話與關懷。應用心理研究，18，207-225。
賴文政(2002)。綜合高中學生對學校輔導內涵之滿意度調查研究。國立台灣師範大學工業教育學系碩士論文，台北市。
謝寶琳(2003)。高職幼兒保育科學生專業科目學習滿意度及其相關因素之研究。國立台灣師範大學人類發展與家庭學系家政教育教學碩士班碩士論文，台北市。
鍾聿琳(2004）。現今臺灣技職護理教育的關鍵課題。護理雜誌，51（4），18-21。
魏世台、盧美秀(1993)。台北醫學院學生學習滿意度與相關因素之分析研究。北醫學報，22(2)，153-178。
魏銀河(2003)。台南市社區大學學員學習滿意度及其相關因素之研究。國立中正大學成人及繼續教育學系碩士論文，嘉義縣。
鐘淑英、郭憲文(1990)。中部二所專科學校護生實習壓力與臨床滿意度關係之研究。公共衛生，16(4)，438-451。
























二、英文部份
American Association of Colleges of Nursing. (1998). Essentials of baccalaureate education for professional nursing practice. Washington, DC: Author. Association Press.
Ansari, E. W., Pearson, D., & Davis, T. (2002). Satisfaction with interprofessional multidisciplinary education.Influences of learners' demographic and academic characteristics. Journal of interprofesional Care, 16(2), 174-175.
Ansari, W. E., & Oskrochi, R. (2004). What "really" affects health professions students' satisfaction with their educational experience? Implication for practice and research. Nurse Education Today, 24(8), 644-655.
Ansari, W. E. (2002). Student nurse satisfaction levels with their course effects of academic variables. Nurse Educator, 22(1), 158-180.
Bankert, E. G., & Kozel, V. V. (2005). Transforming pedagogy in nursing education: A caring learning environment. Nursing Education Perspectives, 26(4), 227-230.
Bassett, S. D., Tschetter, L., Carson, P. P., White, L., & Winterboer, V. J. (2005). Teaching core nursing vales. Journal of Professional Nursing, 21(1), 46-51.
Bassett, C. (2002). Nurses' and students' perceptions of care: A phenomenological study. Nursing Time, 98(34), 32-35.
Beck, C. T. (1991). How students perceive faculty caring: A phenomenological study. Nurse Educator, 16, 18-22.
Beck, C. T. (2001). Caring within nursing education: A metasynthesis. Journal of Nursing Education, 40(3), 101-109.
Bouillion, J. K. (2005). The effects of caring on student involvement and leadership. The University of Houston-Clearlake.
Boylston, M. T., Peters, M. A., & Lacey, M.(2004). Adult student satisfaction in traditional and accelerated RN-to-BSN program. Journal of Professional Nursing, 20(1), 23-32.
Brown, C. H. (1995). Instructor concern: How important is it to remedial and developmental students. Research & Teaching In Developmental Education, 12(1), 5-13.
Bryan, J. A. (1996). A study of factors which influence baccalaureate nursing students'satisfaction with the college students. Indian university.
Bulach, C., Brown, C., & Potter, L. (1998). Behaviors that create a caring learning community. Journal for a just and caring education, 4(4), 441-453.
Cassells, J. M., Redman, B. K., & Jackson, S. S. (1986). Generic baccalaureate nursing student satisfaction regarding professional and personal development prior to graduation and one year post graduation. Journal of Professional Nursing, 2(2), 114-129.
Chapman, R., & Orb, A. (2000). The nursing students'lived experience of clinical practice. Australian Electronic Journal of Nursing Education, 5(2), No Pagination.
Charasika, M. A. (1998). Student perceptions of faculty caring and instructor perceptions of their own and their colleagues' caring qualities within a community college system. Spalding University.
Chou, S. M., Tang, F. I., Teng, Y. C., & Yen, M. (2003). Faculty's perceptions of humanistic teaching in nursing baccalaureate programs. Journal of Nursing Research, 11(1), 57-64.
Christiano, L. A. (2004). Baccalaureate nursing students' perceptions of caring behaviors. Community Health Nursing Buffalo: New York.
Clarke, C. L., Gibb, C. E. & Ramprogus, V. (2003). Clinical learning environments: An evaluation of an innovative role to support preregistration nursing placements. Learning in Health and Social Care, 2(2), 105-115.
Clayton, G.., Murray, J., Horner, A ., & Greene, P. (1991). Connecting: A catalyst for caring. In P. Chinn(Ed.), Anthology on Caring. New York: NLN.
Cohen, J. A. (1998). A tapestry of caring: The lived experience and meaning of caring within a nursing student/faculty relationship. Vermont Registered Nurse, 64(3), 3-4.
Covington, M.V. (1998). Making the grade: A self-worth perceptive on motivation and school reform. New York: Cambridge University Press.
Davidhizar, R. E., ＆ McBride, A. (1985). How nursing students explain their success and failure in clinical experiences. Journal of Nursing Education, 24, 284-290.
Dielelmann, N. (1990). Nursing Education: Caring, dialogue, and practice. Journal of Nursing Education, 29(7), 300-305.
Dielelmann, N. (2001). Nurrative Pedagogy: Heideggerian hermeneutical analysis of lived experiences of students, teachers, and clinicians. Advances in Nursing Science, 23, 53-71.
Dielelmann, N., & Mikol, C. (2003). Knowing and connecting: Competing demands and creating student-friendly and teacher-friendly nursing curricula. Journal of Nursing Education, 42, 385-389.
Dillon, R. S., & Stines, P. W. (1996). A phenomenological study of faculty-student caring interactions. Journal of Nursing Education, 35(3), 113-118.
Egenes, K. H. (1989). Nursing student and faculty perceptions of factors leading to student satisfaction and dissatisfaction in student clinical experiences: An application of the Herzberg model. Northern Illinis University.
Domer, D. E., Carswell, J. W., & Spreckelmeyer, K. F. (1983). Understanding educational satisfaction. The University of Kansas School of Architecture and Urban Design. (ERIC Document Reproduction Service No. ED 232600)
Espeland, V. (2003). Evaluation of students satisfaction with nursing education in Norway. Journal of Advanced Nursing, 43(2), 226-236.
Evans, B. C. (2004). Application of the caring curriculum to education of Hospanic/Latino and American Indian Nursing Students. Journal of Nursing Education, 43(5), 119-228.
Fjortoft, N. (2004). Caring pharmacists, caring teachers. American Journal of Pharmaceutical Education, 68(1), 1-2.
Fortune, A. E. & Abramson, J. S. (1993). Predictors of satisfaction with field practicum among social work students. The Clinical Supervisor, 11(1), 95-110.
Fujita-Stank, P. J., & Thompson, J. A. (1994). The effects of motivation and classroom environment on the satisfaction of noncredit continuing education student. (ERIC Document Reproduction Service NO. ED: 3730646)
Gaut, D. A. (1986). Evaluation caring competencies in nursing practice. Topics in Clinical Nursing, 8(2), 77-83.
Gazda, G. M., Childers, W. C., & Walters, R. P. (1982). Interpersonal Communication: A Handbook for Health Professionals. Gaithersburg, MD: Aspen Publishers.
Gerard, F. (1995). Professional caring: The moral dimension. Journal of Advanced Nursing, 22(1), 34-40.
Gillespie, M. (2002). Student-teacher connection in clinical nursing education. Journal of Advanced Nursing, 37, 566-576.
Goodenow, C. (1993). Classroom belonging among early adolescent student: Relationships to motivation and achievement. Journal of Early Adolescence, 13, 21-43.
Grams, K., Wilson, C., & Kosowski, M. (1997). Caring groups in nursing education: Creating caring connections in nursing practice. International Journal for Human Caring, 1(3), 22-31.
Gravener, P. A. (1997). Promoting active learning in large lecture classes. Nurse Educator, 22(3), 21-26.
Green, A. (2004). Caring behaviors as perceived by nurse practitioners. Journal of the American Academy of Nurse Practitioners, 16(7), 283-291.
Halldors, D. S. (1990). The essential structure of a caring and uncaring encounter with a teacher: The perspective of the nursing student. In M. Leininger & J. Watson (Eds.). The caring imperative in education(pp. 95-108). New York: NLN Press.
Hanson, L. E., & Smith, M. J. (1996). Nursing students perspectives: Experiences of caring and not-so-caring interactions with faculty. Journal of Nursing Education, 35, 105-112.
Higgins, B. (1996). Caring as therapeutic in nursing education. Journal of Nursing Education, 35(3), 134-136.
Hounsell, D., Trait, H., & Day, K. (1997). Feedback on courses and programes of study: A Handbook. Centre for teaching, learning and assessment. University of Edinburgh.
Hughes, L. (1992). Faculty-student interactions and the student perceived climate for caring. Advances in Nursing Science, 14(3), 60-71.
Jane, L. H., Kuo, C. L., & Tseng, H. F. (2005). Application and evaluation of a caring code in clinical nursing education. Journal of Nursing Education, 44(4), 177-184.
Jones, S. M. (2001). Perceptions and experiences of caring in an academic division of higher education. PhD. University of Wisconsin-Madison.
Juethong, W. (1998). Thai baccalaureate nursing students' caring and uncaring lived experiences with Thai nursing instructors. Doctoral dissertation, George Mason University.
Juhani, R. R., & Pertti, V. (2001). Keep the customer satisfaction─A longitudinal study of students' emotions, experiences and achievements at the university of Joesun Rautopuro. Education Research, 35(1), 231-250.
Kainartoi, C. D. (2005). Muddle school teachers' beliefs about how they communicate caring and students' perceptions of there teachers' caring behavior. Interdisciplinary Doctoral Program for Educational Leaders. Duquesne University.
Kerridge, J. B., & Mathews, B. P. (1998). Student rating of courses in HE: Further challenges and opportunities. Assessment and Evaluation in Higher Education, 23, 71-82.
Kim, D. H. (1993). The link between individual and organizational learning. Sloan Management Review, 3, 37-50.
Knowles, M. S. (1970). The modern practice of adult education. New York: Association.
Konrad, C. J. (2002). The relationship of nursing student quality of effort, satisfaction, and self-reported perceptions of learning gains in associate degree nursing programs in specialized college. Doctoral dissertation, Illinois State University.
Krichbaum, K. E. (1994). Clinical teaching effectiveness described in relation to learning outcomes of baccalaureate nursing students. Journal of Nursing Education, 33, 395-404.
Larkin, M. J., & Bulach, C. R. (2001). A comparison of caring behaviors for special education teachers versus regular education teachers.上網日期:94年4月13日。網址:file://E:\Caring Single Space1.htm
Lee, J., & Fang, Y. (2000). Caring: The core of nursing education. The Journal of Nursing(Taiwan), 47(3), 22-27。
Lee, T., Mawdsley, J. M., & Rangeley, H. (1999). Students' part-time work: Towards an understanding of the implications for nurse education. Nurse Education Today, 19, 443-451.
Leigler, R. M. (1997). Predicting students satisfaction in baccalaureate nursing programs: Testing a causal model. Journal of Nursing Education, 35(2), 66-73.
Leininger, M. M. (1981). The phenomenon of caring: Importance, research question, and theoretical considerations. In M. M. Leininger(ED). Caring: An essential human need(pp. 3-15). Thorofare, NJ: Charles B. Slack.
Leininger, M. M. (1988). Leininger's theory of nursing: Cultural care diversity and universality. Nursing Science Quarterly, 1(4), 175-181.
Lindberg, J., Hunter, M., & Kruszewski, A. (1994). Introduction to Nursing: Concepts, issues and opportunities. Philadelphia: Lippincott.
Lofmark, A. (2001). Project 2000 students' perceptions of their training. Journal of Advanced Nursing, 24, 771-778.
Lofmark, A., & Wikblad, K. (2001). Facilitating and obstructing factors for development of learning in clinical practice: A student perspective. Journal of Advanced Nursing, 34(1), 43-50.
Lopez, N. V. (2003). Clinical teachers as caring mothers from the perspectives Jordanian nursing students. International Journal of Nursing Studies, 40, 51-60.
MacKinnon-Slaney, F. (1994). The adult persistence in learning model: A road map to counseling services for adult learners. Journal of Counseling and
Development, 72, 268-275.
Mahat, G. (1998). Stress and coping: junior baccalaureat nursing students in clinical settings. Nursing Forum, 33(1), 11-19.
Mangold, A. M. (1991). Senior nursing students' and professional nurses' perceptions of effective caring behaviors: A comparative study. Journal of Nursing Education, 30(3), 134-139.
Manninem, E. (1998). Changes in nursing students' perceptions of nursing as they progress through education. Journal of Advanced Nursing, 27, 390-398.
Marsh, H. W., & Dunkin, M. J. (1992). Students' evaluation of university teaching: A multidimensional perspective. In: Smart, J. C.(Ed). Higher Education: Handbook of Theory and Resaerch. Agathon Press, New York.
Matthews, M. B., & Travis, L. L. (1994). Research on the baccalaureate completion process for RNs. Annual Review of Nursing Research, 12, 149-171.
McAllister, M. (2001). Principles for curriculum development in Australian nursing: An examination of the literature. Nurse Education Today, 21, 304-314.
McCance, T., McKenna, H., & Boore, J. (1997). Caring: Dealing with a difficult concept. International Journal of Nursing Studies, 34, 241-248.
Miller, B., Haber, J., & Byrne, M. (1990). The experiences of caring in the teaching-learning process of nursing education: Student and teacher perspectives.In M. Leininger & J. Watson(Eds.), The caring imperative in education(pp. 125-135). New York: NLN Press.
Morgan, J. E., ＆ Knox, J. E. (1987). Characteristics of best and worst clinical eacher as perceived by university nursing and students. Journal of Advanced Nursing, 12(1), 35-47.
Neary, M. (2001). Responsive assessment: Assessing student nurses'clinical competence. Nurse Education Today, 21 , 3-17.
Nias, J. (1999). Primary teaching as a culture of care. In: J. Prosser(ED.) School Culture. London, Paul Chapman nursing education. Dissertation Abstracts International, 47, 12A, 4304.
Oermann, M. H. (1996). Research on teaching in the clinical setting. In Stevens(Ed.). Review of research in nursing education(pp.91-126). New York:NLN.
Ofori, R. (2000). Age and type of domain specific entry qualifications as predictors pf student nurses' performance in biological, social and behavioural sciences in nursing assessments. Nurse Education Today, 20, 298-310.
Papp, I. (2003). Clinical environment as a learning environment: student nurses' perceptions concerning clinical learning experience. Nurse Education Today, 23(4), 262-268.
Parker, T. J., & Carlisle, C. (1996). Longitudinal study of finish nursing students' preferences for knowledge in nursing practice. Scandinavian Journal of Caring Science, 13, 83-90.
Paterson, B., & Crawford, M. (1994). Caring in nursing education: A analysis. Journal of Advanced Nursing, 19(1), 164-173.
Peyrovi, H., Yadavar-Nikravesh, M., & Oskouie, S. F. (2005). Iranian student nurses' experience of clinical placement. International Nursing Review, 52(2), 134-141.
Polit, D. F., & Hungler, B. P. (1999). Nursing research: Principle and methods(6th ed.). Philadelphia, New York, Baltimore: Lippincott.
Redmond, G., & Sorrell, J. (1996). Creating a caring learning environment. Nursing Forum, 31(4), 21-27.
Rhodes, R. S., Davis, D. C., & Odom, B. C. (1999). Challenges and rewards of educating a profoundly deaf student. Nurse Education, 15(2), 155-168.
Rich, D. (1997). 7 habits of good teachers today. Education Week, XVI(41), 53.
Robert, H. T. (1997). The measurement of caring relationships in associate degree nursing students. Iowa State University.
Scotto, C. J. (2003). A new view of caring. Journal of Nursing Education, 42(7), 289-291.
Shaffer, M. A., & Juarez, M. (1996). A strategy to enhance caring and community in the learning environment. Nurse Educatior, 21(5), 43-47.
Shelton, E. (2003). Faculty support and student retention. Journal of Nursing Education, 42(2), 68-76.
Snelson, C. M., Martsolf, D. S., Dieckman, B. C., Anaya, E. R., Cartechine, K. A., Miller. B., Roche. M., & Shaffer, J. (2002). Caring as a theoretical perspective for a nursing faculty mentoring program. Nurse Education Today, 22, 654-660.
Stiggins, R. J. (1994). Student-Centered classroom. New York: Macmillan College Publishing Company.
Swanson, K. M. (1991). Empirical development of a middle range theory of caring. Nursing Research, 40(3), 161-166.
Swanson, K. M. (1993). Nursing a informed caring for the being-well of others. Journal of Nursing Scholarship, 25(4), 352-357.
Swanson, K. M. (1999). What is known about caring in nursing science: A literary meta-analysis. In Hinshaw A. S., Feetham S. L., & Shaver J. L. F. (Eds.), Handbook of clinical nursing research. Thousand Oaks, CA: Sage Publication, Inc.
Tanner, C. A. (1990). Caring as a value in nursing education. Nursing Outlook, 38(2), 70-72.
Teven, J. J., & McCroskey, J. C. (1997). The relationship oh perceived teacher caring with student learning and teacher evaluation. Communication Education, 46, 1-9.
Watson, J. (1988). Human caring as a moral contex for nursing education. Nursing and Health Care, 32, 422-425.
Watson, J., & Foster, R. (2003). The Attending Nurse Caring Model: Integrating theory, evidence and advanced caring-healing therapeutics for transforming professional practice. Journal of clinical nursing, 12(3), 360-365.
Watson, J. (1985). Nursing: The philosophy and science of caring. Boston: Little, Brown and Company.
Watson, J. (1988). New dimensions of human caring theory. Nursing Science Quarterly, 1(4), 175-181.
Watson, J. (2000). Leading via caring-healing: The fourfold way to transformative transpersonal nursing. Holistic Nursing Practice, 16(4), 12-19.
Weinstein, C. (1997). "I want to be nice but I have to be mean":Exploring prospective teachers' conceptions of caring and order. Journal of Advanced Nursing, 25(3), 87-91.
Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411-419.
West, A. M. (1986). Analysis of variables associated with students satisfaction of career ladder students enrolled in baccalaureate nursing education. Dissertation Abstracts International, 47, 12A, 4304.