Nursing education in Taiwan has evolved from the hospital-based nursing programs of the prewar era to today`s school-based education (Yeh, 2014), while the pedagogy utilized in nursing education has similarly transitioned from traditional apprenticeships to school-based education. Nursing faculty engage in knowledge transformation and skills demonstrations in hopes of producing practice-ready graduates who meet the needs of their time. However, new graduates often experience difficulties in transitioning into practice settings. They tend to engage in passive learning and are inadequately prepared on competencies such as problem-solving and critical thinking. Thus, they are not fully equipped to manage diverse clinical situations. In 2006, the Taiwan Ministry of Education established the Taiwan Nursing Accreditation Council, which subsequently proposed eight core competencies of nursing education as a guide for cultivating excellent professional nurses. While traditional approaches remain the mainstream pedagogy, clinical scenarios have been integrated into the nursing curriculum. Clinical simulation in conjunction with objectively structured clinical examinations has been implemented in all nursing programs and even been used to determine eligibility for graduation. Problem-based learning, experiential learning, game-based learning, the flipped classroom approach, and technology integration (such as virtual reality and augmented reality) are developing trends in innovative teaching approaches and educational reform strategies. Specifically, authentic technology-integrated education is the current direction for nursing education. Furthermore, resolving nursing clinical dilemmas with design thinking and the creation of new products are also guiding the development of the nursing profession. Applications of these innovative teaching approaches are intended to reduce the gap between practice and theory. Because of the rapid advancement of information technology, big data and artificial intelligence have become unstoppable. Examples include clinical implementations of Line chatbot and the constant development of knowledge through artificial intelligence. The impact of these technological advancements on the nursing profession cannot be ignored. Nursing education is progressing away from traditional teaching approaches and focusing increasingly on the cultivation of professional nurses. Nevertheless, as nurse educators, we need to reflect whether our educational approaches remain overly limited by the traditional framework and, if so, whether we are preparing our future nurses for the past? It is our professional responsibility to prepare the nursing workforce for the present and the future (Murray, 2018). The knowledge required for developing artificial intelligence and relevant technologies is distinctly different from the knowledge required for the nursing profession. Nurse educators must contemplate strategies for leading the new generation of nursing students to be in line with current trends and reflect constantly on the essence and goals of nursing education. We must relentlessly learn new knowledge, align ourselves with the pulse of the times, develop innovative educational strategies, and engage in interprofessional collaboration to produce effective and wise nursing professionals.
Title: 護理教育的革新—多元創新教學的發展與實踐.
回顧整個護理教育的發展，從早期日據時代由醫院設置看護婦養成所培訓護理人員，漸漸地由學校培訓護理人員（張，2014）。護理教育的訓練也由傳統的師徒制，改為以學校教育為主。在過去，學校教育常以講述教學與技術回覆示教訓練學生，期望學生畢業後能與臨床接軌。然而如此的訓練，在實務上卻逐漸發現學生畢業後有困難與臨床接軌，學生的學習較為被動，特別是缺乏問題解決與批判思考等能力，而無法因應臨床多元的情境，故2006年由教育部核可設立台灣護理教育評鑑委員會（Taiwan Nursing Accreditation Council）提出護理教育八大核心能力，期許各校培育優秀的護理人員。現今護理教育仍以課室教學為主，但已全面將臨床情境融入教學中，情境模擬教學配合客觀式結構測驗（objective structured clinical examination）已在每所護理學校落實，甚至列為護理學生畢業門檻。問題導向學習（project based learning）、體驗學習、遊戲式學習、翻轉教學、科技融入（如擴增實境、虛擬實境）儼然成為創新教學發展趨勢與教育改革的策略之一，特別是虛實科技整合（authentic technology integrated）教育之推動，更是現今護理教育的發展方向。此外，運用設計思考解決臨床護理的困境，開發護理創新產品，更為臨床工作忙碌的護理人員解決臨床現場所遇到的困境，也引導護理產業的發展。這些創新教學策略之運用，企圖縮所臨床情境與學理知識的落差。由於資訊科技快速發展，大數據、人工智慧潮流，已不可擋。聊天機器人（line chatbot）已在臨床實地運用。運用人工智慧所開發的知識也不斷的落地，這股潮流帶來的衝擊對護理專業而言，不容忽視。雖然護理教育的發展已有別於傳統，也強化護理專業人才的培育。然而，護理教師需要省思我們的教育方式是否仍在傳統護理教育框架中，我們所培育的護理學生是否是符合過去時代的護理師？我們為現在以及未來的護理工作人力做那裡準備（Murray, 2018）。人工智慧與相關科技的開發所需的相關知識與護理專業不同，護理教師需思考我們如何運用人工智慧相關知識帶領新生代的護理學生與時代接軌，也需要不斷省思護理教育課程的內涵與目標。我們需要隨時不斷接受新的知識，掌握時代的脈動、發展創新教學策略，與跨領域專家學者合作，方能凸顯護理教育的特色與廣度。.