本研究運用計劃行為理論為基礎，設計結構式問卷收集資料，以分層比率隨機取樣方式，總計發放750份問卷調查，回收451份，回收率60.13%，有效樣本為433份，有效回收率為57.73%，探討某醫學中心影響護理人員終身學習行為意向及終身學習護照實施滿意度的相關因素，資料以SPSS/PC10.0套裝軟體統計分析，本研究對象護理人員年齡平均30.7歲，平均工作年資9年；研究結果為護理人員終身學習行為意向得分百分比70.44%趨於正向，終身學習護照之總滿意程度為65.74%，研究發現護理人員之年齡、服務年資、育子女數、職級、教育程度、對終身學習抱持的態度、行為控制認知及主觀規範環境支持程度（主管支持、克服家庭因素、同事及家人支持、班別人力支持）等因素與終身學習行為意向呈顯著正相關（p<.01），而單位屬性與終身學習行為意向則呈顯著負相關（p<.01）；護理人員之職級、教育程度、對終身學習抱持的態度、行為控制認知及主觀規範環境支持程度（主管支持、克服家庭因素、同事及家人支持）等因素與終身學習護照滿意度呈顯著正相關（p<.01），而單位屬性與終身學習護照滿意度則呈顯著負相關（p<.01），並驗證了Ajzen（1985）所提出的計劃行為理論，以態度、行為控制認知及主觀規範來估計行為意向，其中以行為控制認知的解釋量最高（84.19%），同時發現護理人員終身學習行為意向與終身學習護照之滿意程度呈顯著正相關。在逐步回歸分析中發現同事及家人支持、主管支持、班別人力支持及職級等因素，能做為終身學習內在行為意向及終身學習護照滿意度之預測因子，其聯合預測差異量共達34%，其中又以「同事及家人支持」的因素解釋量達29.5%為最高。綜合分析結果得知，護理人員參與終身學習活動，除個人特質的因素外，若能克服班別人力的因素，同時獲得同事、家人及主管支持，俾能提高護理人員終身學習行為意向及終身學習護照實施之滿意度，期盼本研究結果，可提供相關單位及護理行政管理者在推動「護理人員終身學習」政策，以建構護理人力資源體系，塑造學習型組織之參考，促進持續性專業發展，進而幫助提昇護理人員的專業素養與競爭力。

The research was conducted by stratified random sampling. A structural questionnaire on the basis of the Theory of Planned Behavior (TPB) is designed as study instrument for data collection in this research aimed to study the influential factors on the lifelong learning (LLL) behavioral intention of nursing staff and the satisfaction with LLL passport. Seven hundreds and fifty questionnaires were distributed and 451 copies returned, which made up 60.13% of returning rate. Among the returned questionnaires, 433 were effective samples and returning rate of returning samples was 57.73%. Collected data were computed by SPSS/PC10.0. Computing results shown that average age of subjects was 30.7 and average working seniority of them was 9 years. Research results indicated that there was a positive attitude (with 70.44% of support) towards LLL behavioral intention and 65.75% of overall satisfaction of the implementation of LLL passport. Results also found that, among all of the factors, the participants’ age, working seniority, number of children, job position, educational background, attitude towards LLL, perceived behavioral control, and subjective norm of environmental support including support from administrators, overcoming obstacles from family, support from colleagues and families, and backup from working shift table and manpower positively correlated with their LLL behavioral intention(p<.01). Nevertheless, attribute of working unit was found to have negative correlation with LLL behavioral intention(p<.01). While participants’ job position, educational background, attitude towards LLL, perceived behavioral control, and subjective norm of environmental support consisting of support from nursing unit and administrators, overcoming obstacles from family, and support from colleagues and families indicated positive correlations with satisfaction with LLL passport(p<.01), attribute of working unit revealed negative correlation(p<.01). The above results have verified and echoed Ajzen’s (1985) Theory of Planned Behavior (TPB). The theory was to evaluate one’s behavioral intention based on one’s attitude, perceived behavioral control, and subjective norm. In this study, the perceived behavioral control has the highest influence (84.19%). In addition, there was a positive correlation between nursing staff’s LLL behavioral intention and their satisfaction with LLL passport. Furthermore, by using regression analysis, the results shown that factors such as “support from colleagues and families”, “support from nursing unit and administrators”, and “backup from working shift table and manpower” could be used as predictors to LLL internal behavioral intention and satisfaction with LLL passport. The overall prediction variance of these three factors reached 34% and “support from colleagues and families” was the highest (29.5%) among all. In conclusion, except factor of personal characteristics, if working shift and manpower factors could be overcome when nursing staffs are participating in LLL activities, and meanwhile with support of colleagues, families, and administrators, the LLL behavioral intention and satisfaction with LLL passport could be enhanced. The researcher suggested that the results of this study could be used by pertinent units and nursing administrators to build a sound human resources system, establish a learning organization, propel incessant professional development, and help promote nursing staff’s professional accomplishments and competition.

摘要 I
ABSTRACT III
誌謝 V
目錄 VI
表目錄 VIII
圖目錄 IX
第一章 緒論 1
第一節 研究背景 1
第二節 研究動機 4
第三節 研究目的 5
第二章 文獻探討 6
第一節 終身學習的發展及意義 6
第二節 終身學習理論與特性 8
第三節 護理人員在職教育訓練與終身學習之關係 10
第四節 計劃行為理論與護照人員終身學習行為意向 17
第五節 推動護理人員終身學習的策略與終身學習護照 24
第六節 終身學習活動的評值 28
第三章 研究方法 30
第一節 研究對象 30
第二節 研究架構與假設 31
第三節 研究變項操作性定義 34
第四節 研究設計 38
第五節 研究工具 39
第六節 資料收集與分析 43
第四章 研究結果 45
第一節 護理人員個人特質基本屬性 45
第二節 護理人員對終身學習抱持的態度及行為控制認知 46
第三節 主觀規範－護理人員主觀認為環境支持程度 47
第四節 護理人員終身學習行為意向與護理人員對終身學習護照滿意度 48
第五節 護理人員個人特質與各依變項之差異性 50
第六節 護理人員個人特質與各依變項之相關性 53
第七節 護理人員內在終身學習行為意向及終身學習護照滿意度之預測因子 54
第八節 護理人員對終身學習活動及終身學習護照之意見 56
第五章 討論 58
第一節 護理人員個人特質基本屬性 58
第二節 護理人員終身學習行為意向及影響因素 62
第三節 護理人員終身學習護照滿意度及影響因素 66
第四節 護理人員內在終身學習行為意向及終身學習護照滿意度之預測因子 68
第五節 護理人員對終身學習活動及終身學習護照之意見 69
第六節 研究限制 71
第六章 結論與建議 72
第一節 結論 72
第二節 建議 77
參考文獻 82
附錄一 107
附錄二 110
附錄三 111
附錄四 115

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