[{"data":1,"prerenderedAt":65},["ShallowReactive",2],{"q-nurse-113-2-fundamental-nursing-037":3},{"subject":4,"subjectSlug":5,"subjectFullName":6,"question":7,"related":34,"lastmod":64},"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":27},"nurse-113-2-基本護理學與護理行政-037","nurse-113-2-fundamental-nursing-037",113,2,37,"護理長依護理師工作表現與發展需求，擬定其生涯發展目標，下列敘述何者正確？",{"A":15,"B":16,"C":17,"D":18},"能力優良有發展潛力者，給予前程管理","能力普通表現尚可者，安排再教育","表現欠佳無改善空間者，給予適當輔導","能力較差有改進空間者，勸退或資遣","A",null,[],"本題考點在於護理人員生涯發展與前程管理的原則,即依能力與潛力給予差異化的發展安排。能力優良且具發展潛力者,應給予前程管理(career management),規劃晉升與進階路徑以留才並發揮潛能,A 正確。B 錯在能力普通、表現尚可者宜維持既有職務並持續培育,「安排再教育」較適用於能力不足或待改善者;C 錯在表現欠佳且無改善空間者已無輔導效益,一味輔導不符管理效能;D 錯在能力較差但「有改進空間」者應給予教育訓練與輔導,而非勸退或資遣,勸退是針對無改善空間者的最後手段。故正解為 A。","以「能力×發展潛力」矩陣思考:高能力高潛力→前程管理與晉升;有潛力待加強→教育訓練;表現平穩→維持與適度激勵;低能力且無改善空間→才考慮汰換。本題陷阱在把「有改進空間」者直接勸退,與人力發展「先培育後汰換」的原則相悖。",[25,28,30,32],{"term":26,"count":27},"生涯發展",1,{"term":29,"count":27},"前程管理",{"term":31,"count":27},"人力培育",{"term":33,"count":27},"護理人員管理",[35,39,44,49,54,59],{"webId":36,"stem":37,"number":38,"year":10,"session":11},"nurse-113-2-fundamental-nursing-038","護理長在新進人員報到時，依馬斯洛（Maslow）需求層級理論，最優先應提供之項目為何？",38,{"webId":40,"stem":41,"number":42,"year":43,"session":27},"nurse-114-1-fundamental-nursing-034","護理人員執行遺體護理時，下列措施何者正確？",34,114,{"webId":45,"stem":46,"number":47,"year":43,"session":48},"nurse-114-3-fundamental-nursing-028","有關營養評估的生化檢驗指標，下列敘述何者最不適當？",28,3,{"webId":50,"stem":51,"number":52,"year":53,"session":27},"nurse-106-1-fundamental-nursing-076","柏拉圖（Pareto）原理為品質管理的方法之一，下列敘述何者錯誤？",76,106,{"webId":55,"stem":56,"number":57,"year":58,"session":11},"nurse-107-2-fundamental-nursing-040","測量心臟血管疾病成年病人之每分鐘心跳次數，下列敘述何者正確？",40,107,{"webId":60,"stem":61,"number":62,"year":63,"session":11},"nurse-108-2-fundamental-nursing-074","下列何種績效考核工具是在問題清單上僅指出受評者有無此項行為表現，不判定其行為表現之良劣程度？",74,108,"2026-09-04",1788510754724]