[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-nurse-108-1-fundamental-nursing-071":3},{"subject":4,"subjectSlug":5,"subjectFullName":6,"question":7,"related":23},"基本護理學與護理行政","fundamental-nursing","基本護理學(包括護理原理、護理技術)與護理行政",{"id":8,"webId":9,"year":10,"session":11,"subject":4,"number":12,"stem":13,"options":14,"answer":19,"answerNote":20,"images":21,"explanation":22,"freq":11},"nurse-108-1-基本護理學與護理行政-071","nurse-108-1-fundamental-nursing-071",108,1,71,"Benner（1984）提出護理專業技能成長模式，主張護理專長訓練由生手到專家可以分為 5 個階段，小雯是一位進階學習者，有時無法區分輕重緩急，護理長進行下列那一項措施協助小雯改善較適當？",{"A":15,"B":16,"C":17,"D":18},"護理長決定找照護相關知識的文章讓小雯閱讀","護理長決定調整派班，減少小雯照顧的個案數","護理長決定下達清楚指令，以助小雯判斷輕重緩急","護理長決定用情境模擬教學，訓練小雯因應複雜情境","D",null,[],"本題考點是 Benner 技能習得模式中「進階學習者」的教學策略。依 Benner 五階段，進階學習者（advanced beginner）能辨識部分臨床情境但仍偏重規則、難以區分輕重緩急，欲提升其臨床判斷與優先順序能力，最有效的是透過情境模擬教學讓其在複雜情境中練習判斷，故正解為 D。A 提供文章閱讀偏向補充知識，適合生手累積基礎，無法直接訓練臨床判斷。B 減少照顧個案數只是減輕負荷，並未培養辨別優先次序的能力。C 下達清楚指令適合生手依規則行事，但持續替其判斷反而阻礙自主判斷力發展。判斷關鍵在於「進階學習者要的是情境判斷訓練，而非更多規則或更少工作」。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":11,"year":27,"session":11},"nurse-106-1-fundamental-nursing-001","下列何者為預防院內感染最經濟有效的方法？",106,{"webId":29,"stem":30,"number":31,"year":27,"session":11},"nurse-106-1-fundamental-nursing-002","下列那一種健康問題會導致體溫過高？",2,{"webId":33,"stem":34,"number":35,"year":27,"session":11},"nurse-106-1-fundamental-nursing-003","王先生因腦血管損傷住院中，下列何種灌注溶液不適合王先生使用？",3,{"webId":37,"stem":38,"number":39,"year":27,"session":11},"nurse-106-1-fundamental-nursing-004","醫囑為 Acetaminophen 1 tab q6h p.r.n. if BT≧39℃之含義，下列敘述何者正確？",4,{"webId":41,"stem":42,"number":43,"year":27,"session":11},"nurse-106-1-fundamental-nursing-005","測量 H5N1 流感病毒感染病人生命徵象時，下列何項防護設備較不必要？",5,{"webId":45,"stem":46,"number":47,"year":27,"session":11},"nurse-106-1-fundamental-nursing-006","林小姐因中風導致右側肢體偏癱，住院期間有關病人之安全，下列敘述何者錯誤？",6,1783840744278]