臺灣博碩士論文加值系統

本研究旨在探討應用虛擬實境產科模擬教學(Virtual Reality Obstetric Simulation Teaching)介入對護理學生在專業知識、批判思考、溝通技巧、學習自我效能與學習態度之影響。研究採單組前後測準實驗設計，以某大學護理學系學生為研究對象，共 30 人參與本研究。透過虛擬實境產科模擬教學介入，並以結構式問卷進行前測與後測資料蒐集。由於資料未符合常態分配，研究資料以描述性統計、魏克生符號等級檢定(Wilcoxon signed-rank test)及斯皮爾曼等級相關分析(Spearman's rank correlation analysis)進行統計分析。
研究結果顯示，護理學生於接受虛擬實境產科模擬教學介入後，在專業知識、批判思考、溝通技巧、學習自我效能與學習態度等構面之平均得分皆較前測提高，但前後測差異均未達統計顯著(p > .05)。此外，斯皮爾曼等級相關分析結果顯示，批判思考、溝通技巧、學習自我效能及學習態度等學習構面彼此呈顯著正相關，而專業知識與其他學習構面則未達顯著相關。
本研究其研究變項於介入後之平均得分皆高於介入前，顯示可能具有潛在助益。未來研究可增加樣本數、提供反覆練習機會及強化互動設計，並進一步評估虛擬實境教學對護理學生學習成效之影響，以作為護理教育創新教學之參考。

This study aimed to investigate the effects of Virtual Reality Obstetric Simulation Teaching on nursing students' professional knowledge, critical thinking, communication skills, learning self-efficacy, and learning attitude. A single-group pretest–posttest quasi-experimental design was adopted. Thirty nursing students from a university nursing department participated in this study. Participants received Virtual Reality Obstetric Simulation Teaching, and data were collected using structured questionnaires administered before and after the intervention. As the data were not normally distributed, descriptive
statistics, the Wilcoxon signed-rank test, and Spearman's rank correlation analysis were used for statistical analyses.
The results showed that, following the Virtual Reality Obstetric Simulation Teaching intervention, the mean scores for professional knowledge, critical thinking, communication skills, learning self-efficacy, and learning attitude were all higher than those obtained before the intervention. However, none of the differences between the pretest and posttest reached
statistical significance (p > .05). In addition, Spearman's rank correlation analysis revealed significant positive correlations among critical thinking, communication skills, learning self-efficacy, and learning attitude, whereas professional knowledge was not significantly correlated with the other learning dimensions.
The mean scores of all study variables were higher after the intervention than before the intervention, indicating an overall improvement trend. Future studies are recommended to recruit larger sample sizes, extend the duration of the intervention, provide additional opportunities for repeated practice, and strengthen interactive instructional design to further evaluate the effects of Virtual Reality teaching on nursing students' learning outcomes. The findings of this study may serve as a reference for the development of innovative teaching strategies in nursing education.

目錄
致謝 I
中文摘要 II
Abstract III
目錄 V
圖表目次 VIII
圖目次 VIII
表目次 IX
第一章緒論 1
第一節 研究背景與動機 1
第二節 研究目的 3
第三節 研究問題 4
第四節 研究假設 5
第二章文獻查證 10
第一節 虛擬實境醫護教育的應用 10
第二節 虛擬實境產科模擬教學對學生專業知識之影響 17
第三節 虛擬實境教學對學生批判思考之相關文獻 20
第四節 虛擬實境教學對學生溝通技巧之相關文獻 23
第五節 虛擬實境教學對學生學習自我效能之相關文獻 25
第六節 虛擬實境教學對學生學習態度之相關文獻 29
第三章研究方法 32
第一節 研究設計 32
第二節 研究場所與研究對象 33
第三節 研究工具 34
第四節 研究介入方法 37
第五節 研究流程 42
第六節 研究倫理考量 43
第七節 資料分析 44
第四章研究結果 46
第一節 基本資料屬性分析 46
第二節 護理學生接受虛擬實境產科模擬教學介入前後專業知識、批判思考、溝通技巧、學習自我效能及學習態度之比較 48
第三節 護理學生專業知識、批判思考、溝通技巧、學習自我效能及學習態度之相關性分析 61
第四節 護理學生接受虛擬實境產科模擬教學後之學習經驗 65
第五章 討論與限制 68
第一節 討論 68
第二節 限制 84
第六章 結論與建議 86
第一節 結論 86
第二節 建議 89
參考文獻 90
中文部分 90
英文部分 91
附錄 95
附錄一 基本資料 95
附錄二 專業知識 96
附錄三 批判思考 97
附錄四 溝通技巧 98
附錄五 學習自我效能 99
附錄六 學習態度 100
附錄七 開放式問卷 101
附錄八 專家效度審查表 102
圖目次
圖1 虛擬實境產科模擬教學學習機制模型 16
圖2 研究架構圖 32
圖3 G-Power 3.1.9.7 估計樣本結果圖 33
圖4 非壓力性胎兒監測(NST)模擬場景 38
圖5 孕婦辨識 39
圖6 溝通技巧融入情境 39
圖7 辨識胎背位置 40
圖8 胎心監測器安裝畫面 40
圖9 判讀基準心跳 41
圖10 收案流程圖 42
表目次
表1 虛擬實境(VR)醫護教育的應用 11
表4-1-1 基本資料之描述性分析 47
表4-2-1 專業知識量表之描述性分析 49
表4-2-2 批判思考量表之描述性分析 51
表4-2-3 溝通技巧量表之描述性分析 53
表4-2-4 學習自我效能量表之描述性分析 55
表4-2-5 學習態度量表之描述性分析 57
表4-2-6 變項之常態性檢定結果 59
表4-2-7 魏克生符號等級檢定分析結果 59
表4-3-1 前測階段之相關係數表 62
表4-3-2 後測階段之相關係數表 64

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