台北市身體病弱學生接受床邊教學之情形

Abstract

本研究以訪談法探討台北市身體病弱學生接受床邊教學的情形。在正式進行本研究前，先與一位床邊教學教師進行初步訪談，並與西區特教資源中心主任討論訪談方向及重點後，正式進入訪談階段。研究者以訪談的方式，與9位床邊教學老師，1位身體病弱學生家長及1位台北市教育局承辦人員進行對話，並詳實的加以錄音，將之撰寫為逐字稿。共收集12篇訪談逐字稿，輔以12篇訪談札記，並持續性的進行編碼與資料分析。結果發現六項主要概念，包含了：床邊教學老師的角色、床邊教學老師與學生及家長之間建立關係、床邊教學的內容與執行、身體病弱學生的轉銜與追蹤、專業團隊間的合作和床邊教學實施的成效與困境。在進行三方受訪者結果的比較後，將結果以四大主題作為總結，包括床邊教學服務的角色與定位、床邊教學服務內容的彈性及多樣化、床邊教學的服務資源整合及專職分工、床邊教學服務品質的提升。研究結果可以增進閱讀者對身體病弱學生接受床邊教學情形的了解，做為未來研究或實務上的參考，期能促進更多人瞭解及參與床邊教學服務，讓更多身體病弱學生受惠。Applying the interview method, the study is probing into the circumstances of hospital bedside teaching for ill students in Taipei city. Before getting into the formal interview, researcher discussed the aspects and priority of this study with one bedside teaching teacher and the director of Special Education Resources Center of West Area. Then, the researcher started formal interviewing with 9 bedside teaching teachers, 1 parent of the ill student, and an undertaker of the bedside teaching of the department of education of Taipei city government. As the interviews proceeded, the sounds of interviews were recorded accurately. And, the sound recordings were detailed typed into the word for word manuscripts. There are 12 word for word manuscripts and 12 interview notes collected by researcher. In the study procedure, coding and data analysis were proceeded continuously. There were six main concepts found in result, including “the roles of bedside teaching teachers,” “the relationships between ill students, parents, and bedside teaching teachers,” “the contents and implements of bedside teaching,” “the transition and follow up of ill students,” “collaboration with specialties,” and “the effects and difficulties of the bedside teaching implementations.” After researcher analyzed the data of three different kinds of objects, there were four key subjects as a summarization. The outcomes are included “to position the roles of bedside teaching teachers,” “the elasticity and variety of contents in bedside teaching,” “the integration of resources and specific duties of specialized fields,” and “improvement of beside teaching quality.” The study outcomes may enhance the readers’ comprehension of the circumstances of hospital bedside teaching for ill students, and may be the reference of clinical or future researches. The researcher anticipates the outcomes may increase the amount of people to participate bedside teaching service, and may improve more benefits for ill students.