|Abstract: ||本研究以護理類畢業生踏入護理照護職場時所需的專業能力為主要研究範圍，先蒐集相關文獻及理論，並利用任務分析法(Task Analysis Approach)、學科轉變法(Course Conversion Approach)、焦點團體(focus group)法發展出能力因素構面結構圖初稿，再以階層分析法(Analytic Hierachy Process，簡稱AHP)及德懷術(Delphi Technique)進行研究，與具實務經驗之專家學者的來回對話中，分析出護理類畢業生職場專業能力及其學習檔案內涵，以及了解其相對權重與重要性。
This study explored the professional competencies required of nursing graduates as they enter the healthcare workplace by starting with a literature review and focus group discussion, followed by extensive dialogues with field experts and scholars that possess practical experience. Delphi technique and analytic hierarchy process （AHP）were used to establish the indicators of nursing professional competencies and the corresponding contents of learning portfolio.
The results indicate that nursing graduates should possess the following competencies to conduct nursing care, to care for social relations and life, and to apply knowledge for professional growth. Under each of the above three major competencies there are three sub-competencies. Among the 25 items of learning portfolio that correspond to these sub-competencies, eight appeared to be relatively more important, i.e. nursing skills performance in clinical practice, professional licenses and certification related to nursing care, course performance in professional nursing care, learning experience of protecting patents’ safety, records of clinical training, course performance in critical thinking and problem-solving, course performance in nursing experiments, and first aid licenses. However, experts of the academia and the industry had made different ratings for the 25 items of learning portfolio. The academia placed more emphasis on course performance in caring and respecting life, activity records on the themes of caring and respecting life, proofs of participating in social services or life-caring activities, and learning performance in basic medical courses. In contrast, the industry gave more weight to licenses that show one’s professional growth, records of clinical training, and first aid licenses.
This study suggests that the university offer more courses to cultivate students’ nursing care abilities, provide incentives to increase students’ motivation and capabilities for self and professional growth, enhance students’ practical experience, encourage students to obtain professional licenses, work in close partnership with the industry, establish a mechanism for learning portfolio assessment, and follow up on nursing graduates’ clinical job performance. The industry, on the other hand, is suggested to establish a direct channel for having dialogues with the academia and to use student course performance in basic medical courses as an important reference in recruiting personnel. Future research may conduct longitudinal studies, compare the effects of different forms of learning portfolio, or duplicate this study in other subject fields.