大專護理教師遺傳學知識、態度與教育執行現況之探討
中文摘要
人類基因體計劃的重要發現為基因診斷和治療帶來重要的新技術，已幾乎遍及所有的健康照顧領域中。因此，護理教師必須及時更新自己的遺傳學知識來教育新一代的護理人員。本研究目的主要是想瞭解 大專護理教師遺傳學知識、對遺傳學教育的態度及遺傳學教育之執行現況，並探討影響各變項的因素 及相關性。透過此研究結果，可以提供日後遺傳學課程安排之參考，期對護理遺傳學教育之發展有所 助益。研究對象為台灣地區大專護理院校之專任護理教師。本研究採橫斷式調查研究法，以結構式問 卷為研究工具，郵寄問卷調查方式進行資料收集，問卷回收率 52.0% 。研究結果顯示：
一、大專護理教師遺傳學答對率以「產前遺傳診斷」最高，答對率最低為「家庭史與遺傳機率」。
二、教授社區護理學與社區護理經驗者其遺傳學知識得分較低，教授社區護理學的教師中有提及遺傳 學相關概念者僅佔 25.5% ，也比教授其他課程者較多自認為知識不足以勝任遺傳護理教育。
三、大專護理教師對遺傳學教育的看法整體上屬正向、同意的態度。
四、遺傳學知識與遺傳學教育態度呈正相關。遺傳學知識得分越高，遺傳學教育態度得分也越高。
五、最近三年內僅 18% 的護理教師曾接受遺傳學相關課程的在職訓練；有接受遺傳學相關課程的在 職訓練者最多的課程仍屬傳統的遺傳學，如「產前遺傳診斷及適應症」、「認識高危險妊娠」等。
六、遺傳學教育的困境：師資不夠、資源不夠、教學時間不足、內容艱深及重要性認知不足。
七、據本研究獲得遺傳學知識的管道主要是專業期刊、報紙、雜誌或電視、網際網路、參加在職教育。
根據本研究結果，提出以下建議：一、加強後基因體時代遺傳學知識，尤其是社區護理學課程；二、對不同學制的護理學校，做適合的遺傳護理教育規劃，如：訂定明確的遺傳護理教學指引或綱要、加 強師資的培育、妥善安排課程時間、課程內容的規劃及增補修訂適合的教材；三、繼續教育方面：定 期舉辦有關遺傳護理的在職教育或研習會、廣泛使用各種教育工具（如媒體、網際網路、遠距教學 等）及善用與遺傳專業聯繫的管道；四、成立遺傳護理學會。
Knowledge, Attitude, Education Performance of Genetic Nursing Among College Faculty
英文摘要
The discoveries of the Human Genome Project (HGP) are bringing important new technologies for genetic diagnosis and treat ment to nearly all areas of health care delivery. Nursing faculty require up-to-date genetic knowledge for educating a new gen eration of nurses. The purpose of the study was to determine the knowledge, attitude, education performance of genetics nursi ng among college faculty, and associated factors. A cross-sectional study design was conducted via structured questionnaire c ollected by mail with a response rate of 52.0%. Study results were found as follow:
1. Nursing faculty scored highest in “ prenatal diagnosis ” and lowest in “ family history and probability ”.
2. Nursing faculty teaching community health nursing or having community health nursing experience scored lower in genetic s knowledge. Only 25.5% community health nursing teachers taught concepts of genetics in class. Also they had less confiden ce in teaching genetics nursing education than other teachers.
3. Nursing faculty had a positive attitude toward genetics education in general.
4. There were positive association among genetics knowledge and attitude. The teachers with higher scores in genetics had mo re positive attitude.
5. Only 18% nursing faculty had received continued education with genetics in past three years. The nursing faculty having ge netics-related courses training still took traditional genetics, such as “ prenatal diagnosis ”, “ high-risk pregnancy ”, etc.
6. Barriers of genetics nursing education are lack of qualified teachers and resources, less teaching hours of genetic curriculu m, difficult courses, and faculty’s lacking the sense of significance.
7. The teachers get genetics knowledge mainly through professional journals, newspapers, magazines, TVs, internet, and in-se rvice training.
According to the study results, several suggestions were proposed: 1. Enhance the genetics knowledge of post- genomic era; e specially in community health nursing education; 2. Design education programs respectively for different nursing schools; for example, setting up specific genetics nursing education guidelines, improving faculty’s genetics knowledge, arranging curricu lum properly, and revising genetics materials; 3. Continuing education program are to hold genetics nursing related in-service education routinely, use variable education instruments (media, internet, distance education, etc.) and communicate with profe ssional genetic institute; 4. Establish the genetic nurses association.
