[[alternative]]To Explore the Effects of Situational E-learning Resources on Nursing Students' Knowledge, Attitudes and Skills in Nursing of Elderly Patients with Schizophrenia

[[abstract]]老年精神病人的精神心理、身體疾病與照護需要護理專業能力進行評估及提供妥善的照護，為因應老年精神病人照護需求，應積極在護理教育中發展提升護理學生護理老年精神病人知識、態度與技能之教學。目的：為建構及應用情境問題導向之老年精神護理教學暨數位學習資源，提升護理學生老年精神衛生護理課程能力進行成效評值。方法：採類實驗研究設計，以年滿18歲以上，正修讀精神衛生護理學課程和實習之護理系科學生，以班級進行集群取樣。實驗組(n=47)及對照組學生(n=50)均接受精神衛生護理學課室課程及實習課程；實驗組學生再增加情境問題導向與數位學習之教學介入處置。兩組學生完成課室課程，但尚未進行實習課程前進行第一次測試(前測，T1)，並於實習課程完成後進行第二次測試(後測，T2)研究資料收集。以結構式問卷測量護理學生之照護老年思覺失調症病人精神症狀與健康問題的護理知識、護理態度、護理技能及學習之自我反思能力。資料採用卡方檢定、獨立樣本t檢定及配對t檢定進行學習成效差異分析。結果：比較實驗組學生之T1與T2之結果，在老年精神病人之護理知識(17.55±1.91 vs 18.02±2.45分，t=-1.17, p=0.25 )、護理態度(75.85±7.84 vs 77.77±8.30分，t= -2.32, p=0.03 )、護理技能(324.70±40.12 vs 290.02±41.19分，t= -7.72, p<.001)及反思能力(59.79±6.98 vs 57.47±7.60分，t= -2.43, p=.02)，以上均有進步，且護理態度、技能及反思能力有顯著提升。另外，在T2的資料分析中，實驗組學生較對照組學生在護理知識、護理技能與反思能力均有顯著增加。護理學生於護理態度較前測有朝正向發展，但兩組學生間在護理態度之後測並無顯著差異。結論:應用情境問題導向之教學暨數位學習資源於老年精神衛生護理教學，可提升護理學生對於老年精神衛生護理知識、態度、護理技能與專業自我反思的能力。[[abstract]]Patients with schizophrenia will experience accelerated aging and decline in physiology, as well as the combined effects of cognitive dysfunction. Therefore, elderly patients will require more professional assessments in order to have better care. In order to respond to the needs of patients for mental care, we should actively prepare nursing students for teaching the knowledge, attitudes, and skills of nursing elderly mental patients in nursing education.This study is a quasi-experimental study, with students in the nursing department as the research object, and cluster sampling by the class (experimental (n=47) and comparison (n=50) groups) is performed in the study. Two groups of students all participate in psychiatric and mental health classes and practicum. Moreover, experimental group students get situational problem-oriented case teaching and e-learning resources.A structured questionnaire is used to measure nursing knowledge, attitudes, skills, and learning-related self-reflection scales for nursing students' psychiatric symptoms and health problems in elderly patients with schizophrenia. The data collection is carried out two time. Quantitative data collection is carried out at the end of the psychiatric nursing classroom course (T1) and the end of the internship (T2). The data were using chi-square test, independent sample t-test, and paired t-test to analyze the difference in learning effectiveness.Results: Comparing the results of T1 and T2 of the experimental group students, the nursing knowledge of elderly mental patients (17.55±1.91 vs 18.02±2.45 points, t =-1.17, p =0.25), nursing attitude (75.85±7.84 vs 77.77±8.30) Points, t = -2.32, p =0.03), nursing skills (324.70±40.12 vs 290.02±41.19 points, t = -7.72, p <.001) and reflective ability (59.79±6.98 vs 57.47±7.60 points, t =- 2.43, p =.02), all of the above have improved, and the nursing attitude, skills and self-reflection ability have been significantly improved. In addition, in the data analysis of T2, the students in the experimental group had a significant increase in nursing knowledge, nursing skills, and self-reflection ability compared with the control students. In T2, nursing students have a positive development in nursing attitudes compared to the T1, but there is no significant difference between the two groups of students in the nursing attitude.Conclusion: The application of situational problem-oriented teaching and digital learning resources in elderly mental health nursing teaching can improve nursing students' knowledge, attitudes, nursing skills, and professional self-reflection ability in elderly mental health nursing