[[alternative]]The Effectiveness of Different Teaching Methods on Cancer Nursing Care Education Programs

[[abstract]]本研究旨在比較不同教學形式之癌症照護品質課程，對醫學中心護理人員癌症照護知識、態度的學習成效及對教學形式之滿意度。研究採類實驗設計；研究對象為北區某醫學中心癌症病房護理人員，實驗組介入數位教學形式，共47人；對照組介入課室教學形式，共41人；在介入前後，兩組接受癌症照護品質學習成效量表前後測評量。以SPSS for Windows 17.0電腦統計套裝軟體版進行資料建檔和分析，以次數分配、百分率、平均值、標準差等進行描述性統計，以t檢定(t-test)、卡方檢定(chi-square test)及共變數分析(analysis of covariance , ANCOVA)進行推論性統計。研究結果顯示：一、 教學介入後，在「癌症照護知識」方面，兩種教學形式之整體總分後測均顯著高於前測，而課室教學形式的四個面向之後測得分亦顯著高於前測得分二、在「癌症照護態度」方面，數位教學形式整體總分前後測未達顯著，而課室教學形式則整體總分後測得分顯著高於前測得分，兩組於四個面向之前後測均未達顯著。三、兩組前測經共變項進行分析後，在數位教學形式後測之「癌症照護知識」 得分顯著低於課室教學形式。四、兩組前測經共變項進行分析後，在「癌症照護態度」方面，兩組教學形式後測之得分無顯著差異。五、教學介入後，兩組研究對象對各自教學形式之滿意度，總得分未達顯著。但於「此上課方式可以配合我輪班的作息時間」，數位教學形式得分顯著高於課室教學形式。研究發現數位及課室教學各有其優勢，建議未來安排癌症照護品質課程，數位教學形式可增加互動及更多元之課程設計，與課室教學形式並行。[[abstract]]The purpose of this quasi-experimental research was to explore the learning effectiveness of the knowledge, attitude and learning satisfaction within Cancer ward nurses after the intervention of different teaching methods on cancer nursing care continuing education programs. Eighty-eight nurses were enrolled from cancer care units of a medical center in Taipei. Forty-one nurses in the experimental group accepted E-Learning method. Forty-seven nurses in the control group accepted classroom teaching method. The cohorts in both groups adopted before and after introducing intervention manual. Data was analyzed by SPSS17.0 software package with deductive statistics, frequency distribution, percentage, mean value, standard deviation, t-test, paired t-test and ANCOVA. The results showed that the two groups’ post-test total score were significantly higher than the pre-test score in the test of knowledge, and only the control group scored significantly better in the four dimensions. In addition, the experimental group scored significantly worse in the test of learning attitude and the control group was in contrary. After controlling the covariance, the control group scored significantly better than experimental group in the test of knowledge. The control group post-test total score were significantly higher than the pre-test score in the test of learning attitude. After receiving different teaching methods, there were no differences in learning satisfaction. Using E-Learning method is more flexible in the experimental group. Based on the result, we suggest use both of the classroom teaching method and E-Learning method on cancer nursing care education programs. Further, add two-way interaction in E-Learning method