團體教學課程對工 廠女性員工乳房自我檢查知識、健康信念與行為之影響

　　The purpose of the research was to examine the effects of a teaching program in the workplace on factory employees' health knowledge, beliefs and behavior regarding breast self-examination. Women who attended the one-session class were quasi-experimentally assigned to one of two groups. There were 142 women who went through these 3 stages: Pre- test, post est immediately after teaching class, and follow- up 3 months later. The teaching program improved knowledge , perceived benefit of breast self- examination, confidence in breast self-examination, and skill in the experimental group, and also reduced perceived barriers regarding breast self-examination. Also, during the 3 months of the teaching program, the percentage of those conducting periodic breast self-examination among the experimental group was greater than for the control group. According to this research, it will be much more efficient to make women conduct breast self-examination while enhancing the complete understanding of breast self-examination procedures and reducing the perceived barriers in the related teaching program. 研究的目的有二：(1)了解工廠婦女實行乳房自我檢查的情形；(2)探討團體教學課程 對婦女乳癌及乳房自我檢查的知識、乳癌及乳房自我檢查的健康信念、乳房自我檢查 自信度、乳房自我檢查行為的影響。本研究採準實驗設計法，以兩工廠女性員工為研 究對象，經過前測、團體教學課程介入、後測、追蹤期三個階段之後，全程參與的人 數共有142人。本研究發現實驗組經過乳房自我檢查教學課程之後，在乳癌及乳房自 我檢查的知識、乳房自我檢查的利益性認知、乳房自我檢查的障礙性認知、乳房自我 檢查自信度、乳房自我檢查行為上都比對照組有明顯進步，乳癌的罹患性認知則和對 照組無明顯差異。雖然追蹤實驗組相關知識及健康信念得分有逐漸下降的傾向，但仍 優於對照組；實驗組教學課程介入後定期做乳房自我檢查的人數有明顯的增加。根據 本研究發現，在推行乳房自我檢查的相關衛生教育課程中，若能加強對乳房自我檢查 步驟完整性的了解，降低乳房自我檢查障礙性認知，必能有效的促進婦女實行乳房自 我檢查

[[alternative]]The Relationship between Usefulness of Daily Activities and Leg Exercise to Residents in Long-Term Care Institutions

[[abstract]]有鑒於養護機構第一線照護人員，經常面對「執行日常生活活動以預防下肢廢用」與「限制日常生活活動以預防跌倒」的照護困境，兩者間實難以平衡。據此，本文爰由養護機構住民老化與日常生活活動之觀點，釐清照護人員限制住民日常生活活動的問題始末及因應措施；同時，由文獻探討養護機構住民之日常生活活動與下肢運動教育課程介入措施的實質成效，期揭櫫「促進被照顧者最大獨立功能」誠為養護機構住民照護品質之核心議題。最後，期冀照護人員能正視機構住民的日常生活活動，有效落實下肢運動教育課程，俾提升養護機構照護品質及住民生活品質。[[abstract]]The care dilemma for nurses and care aides at long-term care institutions is the selection of the type of care that is appropriate for a resident, either ”performance of daily activities to prevent loss of leg functionality” or ”limiting daily activity to prevent falls”. Therefore, this manuscript reviews the literature on ageing and the daily activities of residents in order to clarify the causes of these limitations. In addition, some literature has indicated that educational programs, leg exercises and encouraging independent daily activities are effective ways of supporting residents. Therefore, ”promoting the greatest possible functional independence of residents” is the core issue in terms of quality care. Finally, caregivers generally need to encourage both leg exercise and more independent daily activities among residents in order to provide better quality care and support, which will result in the quality of life of residents is improved

The Application of Information and Communication Technology (ICT) in Nursing Education

[[abstract]]由於二十一世紀資通訊科技快速的發展，各行各業均產生了顛覆性變革，健康照護專業也不例外。護理師是醫療機構中為數最多的專業人員，面對醫療快速資訊化的時代，是否具備相關能力接受這樣的挑戰值得存疑。台灣目前開設培育護理學生的資訊素養必修課程不足，護理教學策略仍採用傳統講授方式居多，教師對於應用資訊科技於教學也多抱持被動心態。反觀國外將資通訊科技融入護理教學已近20年，且有不錯的教學成效。因應政府推動數位學習計畫，國內各領域教育界也陸續將資訊科技融入教學，這些推展經驗都值得做為台灣護理教育的借鏡。因此，本文將介紹資通訊科技融入教學的概念、國際間護理教育應用資通訊科技的現況，以及應用過程中衍生的議題，以做為國內護理教育推動資通訊科技融入護理教學的參考。 With the rapid development of information and communication technologies (ICT) in the 21st century, all walks of life have experienced disruptive changes, including the healthcare profession. Although nurses represent the largest number of professionals in medical institutions, it is doubtful whether nurses possess sufficient capabilities to face challenges in this era of rapid medical informatization. Currently, the courses necessary to cultivate information literacy in nursing students are insufficient in Taiwan, and traditional instruction methods are largely adopted as nursing teaching strategies. Additionally, most teachers hold a passive attitude towards the application of ICT in teaching. On the contrary, ICT have been integrated into nursing education in many countries around the world for nearly 20 years, achieving good levels of teaching efficacy. Reflecting the Taiwan government's promotion of digital learning projects, academic circles in various fields have also started to gradually integrate ICT into teaching. Nursing educators in Taiwan have much to reference and to learn from these disparate integration experiences. Therefore, this article introduces the concepts of integration of ICT into teaching, the current status of the application of ICT in international nursing education, and the issues faced during this application as a reference for nursing education in Taiwan in order to promote the integration of ICT into nursing education

Flipped Classroom: A New Teaching Strategy for Integrating Information Technology Into Nursing Education

[[abstract]]目前護理教育仍以「教師為中心」的傳統講授的教學模式，無法激發學生的批判性思考及培養自主學習的能力。近年來隨著資訊科技快速發展及教育理念變遷，發展出「翻轉教室」的概念及教學模式，它完全顛覆傳統的教學模式，讓e世代學生透過智慧型手機或平板電腦等資通訊科技工具在課前進行相關學習活動，課堂中增進老師與學生互動機會，藉以激發學生思考、引導解決問題，鼓勵合作學習及活用知識，落實以學生為中心的教育理念，此種以學生為中心的教學模式與護理教育理念及培育學生的專業能力不謀而合。在國際間翻轉教室蔚為潮流之際，國內各領域教育界也開始推動翻轉教室的教學模式，然而翻轉教室不論在國內外護理教育尚在萌芽階段，因此本文說明翻轉教室的概念及推展產生的迷思、國際間醫護教育應用翻轉教室的經驗及面臨議題，以做為國內護理教育未來推動翻轉教室教學策略的參考。 The traditional ＂teacher-centered＂ instruction model is still currently pervasive in nursing education. However, this model does not stimulate the critical thinking or foster the self-learning competence of students. In recent years, the rapid development of information technology and the changes in educational philosophy have encouraged the development of the ＂flipped classroom＂ concept. This concept completely subverts the traditional instruction model by allowing students to access and use related learning activities prior to class on their smartphones or tablet computers. Implementation of this concept has been demonstrated to facilitate greater classroom interaction between teachers and students, to stimulate student thinking, to guide problem solving, and to encourage cooperative learning and knowledge utilization in order to achieve the ideal of student-centered education. This student-centered model of instruction coincides with the philosophy of nursing education and may foster the professional competence of nursing students. The flipped classroom is already an international trend, and certain domestic education sectors have adopted and applied this concept as well. However, this concept has only just begun to make its mark on nursing education. This article describes the concept of the flipped classroom, the implementation myth, the current experience with implementing this concept in international healthcare education, and the challenging issues. We hope to provide a reference for future nursing education administrators who are responsible to implement flipped classroom teaching strategies in Taiwan

The Work plan of Shourthern Environmental Education Regional Center.

[[abstract]]本計畫以「環境教育增能計畫」(EECapacity)的運作架構，計畫執行區域範圍，包括：嘉義縣、嘉義市、台南市、高雄市、屏東縣、澎湖縣等六縣市，並依照美國環境教育增能計畫的五個主要方案規劃工作項目，包括：專業領導、增能學習、科技支援、研究評估與夥伴傳播。本年度計畫工作以整合南部地區產、官、學及民間組織等各方的環境教育資源及人力，形成夥伴網絡並建置專業學習社群，彙整併歸納南部地區的環境資源特色，以有效推廣環境教育工作，針對目前環境教育實施現況，進行機構、場域及人員之現況分析，提出可行方案。並以產業化導向作為主軸發展，提出試運行方案評估後續發展之可能。[[abstract]]"Environmental education (EE) capacity" is used as the operational framework in this project. Six cities and counties are covered in this project: Chiayi, Tainan, Kaohsiung, Pingtung, and Penghu. The tasks including leadership academy, capacity building, technological support, research and evaluation, and dissemination partnership are planned according to the five programs of a US EE capacity project.This year, we integrated the environmental education resources and manpower of industries, governments, academic institutes, and NGOs in southern region to form partner networks, developed professional learning communities, summarized the features of local environmental resources to effectively promote environmental education, analyzed the current status of environmental education in terms of agencies, venues,and personnel to propose feasible measures. We also adopted industrialization as a theme for development and devised a tentative program to assess subsequent developmental possibilities.[[note]]EPA-103-EA04-03-A14