融入衛生教育理論之直播課程對提升勞工健康服務護理人員專業核心能力之成效研究

Abstract

本研究旨在探討融入衛生教育理論之直播課程對提升勞工健康服務護理人員專業核心能力之成效。隨著職業安全衛生法與勞工健康保護規則的修訂，從事勞工健康服務護理人員的角色日益重要，然而現有的52小時訓練課程內容偏重安全衛生教育，缺乏護理專業訓練，無法完全滿足實際工作所需。 本研究採準實驗研究設計，以計畫行為理論、社會認知理論、社會支持理論及社會行銷理論為基礎，發展從事勞工健康服務護理人員專業核心能力線上模式課程，包含法規政策、健康管理、預防監測及健康促進四大主題共八堂課。研究對象為已取得從事勞工健康服務證明但尚未從事或年資未滿一年的護理人員，實驗組(45人)接受直播課程，對照組(48人)接受線上影片課程，兩組各接受八週共16小時的介入。透過前測、後測及後後測評估包括專業知識、技能及自我效能的介入成效。 研究結果顯示，實驗組與對照組在知識及自我效能方面於後測時皆有顯著提升，但在技能方面則無顯著變化。比較兩組介入成效，在知識方面，後測時實驗組提升程度低於對照組(β=-0.527, p=0.022)；在技能方面，後後測時實驗組提升程度低於對照組(β=-0.418, p=0.045)；在自我效能方面，後後測時實驗組提升程度低於對照組(β=-2.8, p=0.016)。透過本研究發現線上學習無論直播模式或影片模式皆能有效提升從事勞工健康服務護理人員的專業知識與自我效能，但在技能培養方面則需要多元教學方式。建議未來在線上教學設計上避免單一教學方式，採用影片觀看與直播互動相結合的多元數位學習，並開發數位科技教學平台以增進技能學習成效，以提升從事勞工健康服務護理人員之專業核心能力。This study aimed to investigate the effectiveness of live-streaming courses integrated with health education theories in enhancing the professional core competencies of occupational health nursing personnel. With the revision of the Occupational Safety and Health Act and the Workers' Health Protection Rules, the role of occupational health nursing personnel has become increasingly important. However, the existing 52-hours training curriculum emphasizes safety and health education with insufficient nursing professional training, which cannot fully meet the actual work requirements. This research employed a quasi-experimental design based on the Theory of Planned Behavior, Social Cognitive Theory, Social Support Theory, and Social Marketing Theory to develop an online coursefor occupational health nursing personnel's professional core competencies. The course included eight sessions covering four major themes: regulatory policies, health management, prevention and monitoring, and health promotion. The study participants were nursing personnel who had obtained occupational health service certification but had not yet worked in the field or had less than one year of experience. The experimental group (45 participants) received live-streaming courses, while the control group (48 participants) received onlinevideo courses. Both groups participated in an eight-week intervention totaling 16 hours. The intervention effectiveness was evaluated through pre-test, post-test, and follow-up tests, including professional knowledge, skills, and self-efficacy.The results indicated that both experimental and control groups showed significant improvements in knowledge and self-efficacy in the post-test, but no significant changes in skills. Comparing the intervention effectiveness between the two groups: in knowledge, the experimental group showed less improvement than the control group in the post-test (β=-0.527, p=0.022); in skills, the experimental group showed less improvement than the control group in the follow-up test (β=-0.418, p=0.045); in self-efficacy, the experimental group showed less improvement than the control group in the follow-up test (β=-2.8, p=0.016).This study found that online learning, whether through live-streaming or video modes, can effectively enhance the professional knowledge and self-efficacy of occupational health nursing personnel, but skill development requires diverse teaching methods. It is recommended that future online instructional design avoid single teaching approaches and adopt diversified digital learning that combines video viewing with live interactive discussions, and develop digital technology teaching platforms to enhance skill learning effectiveness for improving the professional core competencies of occupational health nursing personnel.