母語互動式多媒體教材對外籍照顧服務員在職訓練之成效評估：以口腔衛生教育介入方案為例

Abstract

口腔照護是長期照顧機構外籍照顧服務員主要照護工作之一，其照護認知、情意與技能影響照護品質甚鉅，然而照顧服務員因工作時間、人力排班、語言障礙等因素使教育訓練成效受到影響，發展適宜及有效的教學策略對長期照顧機構照顧服務員教育訓練是重要的。本研究旨在探討語言（母語及華語）與教學媒介（互動式多媒體教學及傳統課堂教學）對學習成效的影響，進而去了解母語互動式多媒體教材介入對外籍照顧服務員口腔照護之學習成效。本研究採類實驗設計，選取臺北市、新北市及基隆市公私立之住宿式長期照顧機構之外籍照顧服務員為研究對象，共招募325位，分為四組：母語互動式多媒體教學組、華語互動式多媒體教學組、母語傳統課堂教學組與華語傳統課堂教學組，分別採用不同教材提供口腔照護教育訓練。四組分別於介入前、後施予前、後測，藉以評估不同介入方式的學習成效及對照護品質的影響。後測中亦同時調查參與者對教材的滿意度，以了解參與者對不同介入教材的接受。本研究結果主要有兩個發現，第一：不同教材設計方式在不同向度會展現不同的優勢。以媒介中的互動式多媒體教學及傳統課堂教學相比下，認知及技能向度較適合使用互動式多媒體教學進行教育訓練。而在傳統課堂教學會在不熟悉語言的情況下對於情意向度上展現較好的學習成效。第二：依據熟悉的語言進行教學對學習成效有相當大的優勢。在教材滿意度上，發現語言有絕對的優勢，外籍照服員傾向使用熟悉的母語進行學習，若使用不熟悉的語言時，傾向能與講師實際接觸的傳統課堂教學勝過互動式多媒體教學。研究結論，因著教育訓練的目標彈性地調整教學媒介，能使有限的資源在照護工作上發揮最大的效用。

The long-term care for elderly in Taiwan rely heavily on the foreign nursing assistants. However, the on-the job training for the workers are insufficient because of the high workload, unfamiliar language, and the traditional teaching method required the specific time and space to learn which is inconvenient to the workers. The purpose of the present study is to design an education and training programs for the foreign nursing assistants to improve their knowledge and skill of oral hygiene. We examine the influences of teaching methods (Interactive multimedia teaching method/ traditional teaching method) and the language used (familiar language/ unfamiliar language) on the learning outcome. 325 participants were recruited from the public and private residential long-term care institutions in Taipei City, New Taipei City and Keelung City. They were randomly assigned into four groups with different training program: familiar language with interactive multimedia teaching method, unfamiliar language with interactive multimedia teaching method, familiar language with traditional teaching method, and unfamiliar language with traditional teaching method. Pre- and post-test were provided to examine the learning outcome on cognition, affection and skills. In the post-test, the atisfaction of the education and training programs were also examined. There are two main findings of this study: The first is that the different education and training programs showed advantage on different domains. Interactive multimedia teaching method can enhance more on cognitive and skill domains. Also, when using the unfamiliar language, traditional classroom teaching showed more improvement on affective domain than interactive multimedia teaching method. Second: Teaching with a familiar language has the most advantage for learning outcome. The foreign nursing assistants tend to learn in familiar language, and traditional teaching that can actually be in contact with lecturers when using unfamiliar languages is better than interactive multimedia teaching. The present study concluded that the flexible adjustment of teaching media due to the objectives of education and training can maximize the effectiveness of limited resources in lone-term care.