[[alternative]]A Study on the Creativity and Its Development Factors among Nursing Faculty of Bachelor’s Programs in Vocational-and-Technical Colleges and Universities

[[abstract]]本研究旨在描述─探討技職教育體系護理學士學制中護理教師的創造力及其與創造力發展因素間之關係。研究對象是91學年度台灣地區技職體系公私立學士學制學校學士層級之280位護理教師，採方便取樣、問卷調查方式，對四所學校68位教師進行研究。創造力的測量參考吳靜吉等人(1998)所編製的「新編創造思考測驗」，創造力發展因素參考王文中及鄭英耀(2000)所編製的「創造力發展量表」。研究主要結果有四大發現：(一)護理教師語文創造力平均為9.04分以上；護理教師圖形創造力平均為10.59分以上，其中，僅圖形創造力的精進力平均為1.12分。 (二)護理教師創造力發展因素：五項個人因素的擁有度分別與語文創造力的流暢力、獨創力，及圖形創造力的流暢力、變通力間之關係為正相關；十二項家庭因素的相像程度分別與語文創造力及圖形創造力間之關係為負相關；九項組織因素的具有程度分別與語文創造力及圖形創造力的流暢力、變通力、獨創力間之關係為正相關。(三)護理教師創造力發展因素助益程度：二項個人因素的助益程度分別與語文及圖形創造力間之關係為正相關；二項家庭因素的助益程度分別與語文創造力的流暢力、變通力及圖形創造力的變通力間之關係為正相關；一項組織因素助益程度與語文創造力的變通力間之關係為正相關。(四)護理教師的創造力發展因素與創造力發展因素助益程度對創造力的解釋力：至少有一項因素對語文及圖形創造力具有統計上的解釋力。(五)其他發現：護理教師年齡愈大，其圖形創造力的流暢力、精進力就愈低；最高學歷愈高，其語文創造力的獨創力就愈高，但圖形創造力的變通力則愈低；教學年資愈長，其圖形創造力的流暢力、精進力就愈低；婚姻狀況及職稱與其創造力間並無統計上的相關。本研究成果可提供技職教育體系護理系教師在職教育計劃的參考。[[abstract]]The purpose of this study is to describe and explore the relationship between the creativity and its facilitating factors among nursing faculty of bachelor’s programs in the vocational and technical education system (VTES). Subjects of this study are 280 nursing teachers, of the school year 2002 in Taiwan, who were teaching in the public and private colleges and universities with the educational level of bachelor’s programs in the VTES. Using the convenient sampling method, there are 68 nursing teachers who were willing to be the sample of this research. The creativity was measured using a New Creative Thinking Test edited by Wu and his colleagues (1998). As for the facilitating factors of creativity, Wang and Cheng’s (2000) Creativity Facilitating Inventory was used. Three are four major results of this study as follows: 1. In the aspect of creativity, the score for the linguistic creativity of nursing teachers is over 9.04 in average, and the score for the fluency, originality, and flexibility of graphic creativity is over 10.59 in average. 2. Nursing teachers’ possessing extent of 5 personal factors among creativity facilitating factors has positively correlated with the fluency, originality of the linguistic creativity, and the fluency, flexibility of graphic creativity respectively. The similarity extent of 12 family factors has negatively correlated with linguistic creativity and graphic creativity respectively. The possessing extent of nine organization factors has positively correlated with the fluency, originality, and flexibility of the linguistic creativity and graphic creativity respectively. 3. Assisting extent of two personal factors among the assisting extent of nursing teachers’ creativity facilitating has positively correlated with linguistic creativity and graphic creativity respectively. The assisting extent of two family factors has positively correlated with the fluency, flexibility of linguistic creativity and the flexibility of graphic creativity respectively. Assisting extent of one organization factor has positively correlated with the flexibility of the linguistic creativity. 4. Nursing teachers’ possessing extent and assisting extent of creativity facilitating factors to the explanation of the creativity are as follows. There is at least one factor has provided with the statistical explanation to linguistic creativity and graphic creativity. In addition, this study has found that the older the nursing teachers, the lower fluency and progress on their linguistic creativity; the higher education level, the better unique ingenuity of their linguistic creativity but the lower flexibility on their graphic creativity. The length has negatively correlated with the fluency and progress of their graphic creativity respectively