[{"data":1,"prerenderedAt":63},["ShallowReactive",2],{"q-nurse-113-1-fundamental-nursing-009":3},{"subject":4,"subjectSlug":5,"subjectFullName":6,"question":7,"related":31,"lastmod":62},"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,"explanationDeep":23,"topics":24,"freq":11},"nurse-113-1-基本護理學與護理行政-009","nurse-113-1-fundamental-nursing-009",113,1,9,"護理目標如下：「病人能解釋血糖控制與預防糖尿病合併症之關係」，此屬於何種類型的目標？",{"A":15,"B":16,"C":17,"D":18},"情意目標","技能目標","認知目標","互動目標","C",null,[],"本題考點在於學習目標依 Bloom 分類的三大領域：認知（cognitive）、情意（affective）、技能（psychomotor）。目標寫「病人能『解釋』血糖控制與併發症之關係」，動詞「解釋」涉及理解與知識運用，屬認知領域，故選 C。A 情意目標針對態度、價值、感受（如「願意配合飲食控制」）；B 技能目標針對操作動作（如「能正確自行注射胰島素」）；D 互動目標並非 Bloom 三領域的標準分類，屬混淆選項。判斷關鍵在行為動詞所反映的能力層次。","認知領域動詞由淺至深：記憶、了解、應用、分析、評鑑、創造；「解釋、說明、比較」屬了解層。衛教目標撰寫須含可觀察的行為動詞，才利於後續評值。記憶法：認知＝腦（知道、解釋）、情意＝心（願意、接受）、技能＝手（操作、示範）。",[25,27,29],{"term":26,"count":11},"Bloom 教育目標分類",{"term":28,"count":11},"認知領域",{"term":30,"count":11},"行為動詞",[32,36,41,46,52,57],{"webId":33,"stem":34,"number":35,"year":10,"session":11},"nurse-113-1-fundamental-nursing-010","吳小弟，體重9公斤，醫囑開立「Amoxicillin® I.V. drip Q6H」，此藥物單次成人劑量為500 mg。依克拉克氏法則（Clark’s rule），吳小弟單次用藥劑量為多少mg？",10,{"webId":37,"stem":38,"number":39,"year":10,"session":40},"nurse-113-3-fundamental-nursing-006","病人由家屬送入急診，護理師觀察到病人出現呼吸喘、冒冷汗的狀況，家屬描述「昨天就開始喘了」。 BP：158\u002F92 mmHg、HR：102 次／分、R：26 次／分、SpO 2 ：89%，上述何者為主觀資料？",6,3,{"webId":42,"stem":43,"number":44,"year":45,"session":11},"nurse-114-1-fundamental-nursing-050","因醫療處置結果不如預期而產生之醫療糾紛的處理原則，下列何者應優先？",50,114,{"webId":47,"stem":48,"number":49,"year":50,"session":51},"nurse-115-2-fundamental-nursing-048","有關預防醫療糾紛，下列何者最不適當？",48,115,2,{"webId":53,"stem":54,"number":55,"year":56,"session":11},"nurse-107-1-fundamental-nursing-042","下列何者不是低油飲食的適用對象？",42,107,{"webId":58,"stem":59,"number":60,"year":61,"session":11},"nurse-108-1-fundamental-nursing-076","下列何者屬於「過程品質」指標？",76,108,"2026-09-04",1788510749858]