| Summary: | 碩士 === 臺北醫學大學 === 醫學資訊研究所 === 92 === The Nursing Ladder System began in Taiwan since 1992. Writing a qualified case report is one of the basic criteria for nurses to advance to the third year (N3). Only 40 percent of nurses are successful. The traditional face-to-face learning style of continuing education is not helpful enough for nurses because it has the limitations of time and space and therefore scheduling and other real life problems need to be overcome by an Asynchronous Digital Learning System (ADLS).
The purposes of this study are: (1) To establish and operate a Community Based e-Learning (CBeL) model for a Continuing Nursing Education program (CNE), (2) To examine the effect of a CBeL on a CNE program for nurses, (3) To analyze the relationships among demographic data, learning readiness, learning motivation and the effect of a CBeL for a CNE program for nurses.
The Pre-post test quasi-experimental design is applied. Through purposive sampling, 66 nurses who work in the General Medical Center and were preparing to advance to N3 were the research subjects. A CBeL case report writing course was provided to the experiment group. The pre-middle-post knowledge evaluation of the CBeL course and CNE discussion course, the scores of the initial and final case report, satisfaction by students will be the research measurements. T-test and ANOVA were used to analyze data.
According original hypothesis of the research, the learning effect of knowledge, there is very significant difference(t= -4.77 and -3.96，p<0.05*) in first stage that web based lesson course, and no significant difference(experimental group t=1.18, p>0.05, control gorup t=0.46, p>0.05) in second stage that web based or team based discussion course between experimental and control groups.In the learning effect of Attitude, all students have 92.38% satitified in this whole course and feel it is helpful wrinting case report for them.
And in last the learning effect for Practice, all students had 74% finished case report draft when the first stage over and 88% finished the final case report when thesecond stage over. Also the score for draft and final report, there are no significant difference (draft: t=0.06, p>0.05, final: t=-1.66, p>0.05) between experimental and control groups.
The CBeL model will provide a new learning style for nursing staffs and it is imperative for the development of the nursing profession.
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