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研究生:洪麗玲
研究生(外文):Hung, Li-Ling
論文名稱:衛生教育介入對某護專學生健康促進生活方式成效之研究
論文名稱(外文):The Effectiveness of Health Educational Program in the Health- Promoting Lifestyles for the nursing students in a nursing institute
指導教授:高淑芬高淑芬引用關係黃松元黃松元引用關係黃美涓黃美涓引用關係
指導教授(外文):Kao Shu-FanHuang Song-YuanHuang Mei-Chuan
學位類別:碩士
校院名稱:長庚醫學暨工程學院
系所名稱:護理學研究所
學門:醫藥衛生學門
學類:護理學類
論文種類:學術論文
論文出版年:1997
畢業學年度:85
語文別:中文
論文頁數:2
中文關鍵詞:衛生教育介入健康促進生活方式自覺健康狀態健康概念健康行為自我效能護生
外文關鍵詞:health educational programhealth-promoting lifestylesperceived health statushealth conceptionself-efficacynursing students
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本研究應用Pender (1987) 的健康促進模式 (Health Promotion
Model),為概念架構,主要目的在探討衛生教育介入對護生之自覺健康狀
態、健康概念、健康行為自我效能及健康 促進生活方式之影響。 本
研究採準實驗設計,以某護專五專三年級學生為研究對象,並以班級為單
位,隨機分派一班為實驗組 (N=48),另一班為控制組 (N=45)。於衛生教
育介入前,兩組護生進行前測 問卷測試作為評量介入效果之基準,實驗
組接受四次衛生教育,對照組則未接受任何措施;

於衛生教育介入後三個月,實施後測,以評價護生接受衛生教育之成效。
研究資料以SPSS/WIN套裝軟體進行統計分析。就全體受試學生而言,本衛
生教育介入後,所得之重要結論有:

一、實驗組於衛生教育介入後,其後測之自覺健康概念、健康概念(包括
角色功能性、調適 性、安寧幸福性等層面)、健康行為自我效能
(包括健康責任、運動、營養等因素)、 健康促進生活方式(包括
健康責任、壓力處理、營養、運動等等因素)皆比前測進步, 且達顯
著差異。控制組前後測除運動方面之健康促進生活方式具有顯著差異外,
其餘各 因素均無顯著差異。 二、衛生教育介入後,兩組前後測差異
比較,自覺健康狀態、健康概念(包括角色功能性、 安寧幸福性
)、健康行為自我效能(包括健康責任、運動)、健康促進生活方式(包
括 健康責任、壓力處理)實驗組優於控制組,且具顯著差異。
三、健康行為自我效能與健康概念為護生健康促進生活方式之預測因子,
共解釋行為變異量 的59.7%。

根據本研究結果,衛生教育介入能有效地增進護專學生之健康促進生活方
式,故本衛生 教育應用模式,可用於學校健康促進活動之研擬及社區
衛生護理課程設計之參考。
Pender's (1987) Health Promotion Model was used as the
conceptual frameworkin this study. The purpose of this study was
to assess the effectiveness ofhealth educational program on
perceived health status, health conception,self-efficacy, and
health-promoting lifestyles among the nursing students. A
Quasi-experimental design was conducted in this study. Ninety-
threenursing students of the third year of the five-year program
were purposely selected from a nursing institute. Two classes
were randomly assigned into two groups, one as the experimental
group (n=48), and the other one as the control group(n=45).
Before the proceeding of health educational program, both groups
had taken the pre-test questionnaire. The experimental group
later participated 4 courses of health educational program but
the control group didn't receive the intervention program.
Thepost-test data were collected in three months latter to
evaluate the effects of the intervention program.

The data were analyzed by using the SPSS/WIN software package.
The results of the study were as the following:
1. After the health educational program, the experimental group
had higher mean scores of perceived health status, health
conception (including role-performance, adaptive, and
eudaimonistic levels), self-efficacy(including health
responsibility, exercise and nutrition factors). and health-
promoting lifestyles(including health responsibility, stress
management,and exercise factors). On the other hand, the
results of the control group were non-significant except for
exercise of health- promoting lifestyles.

2. After the health educational program, the results of the
experimental group were significantly better than those of
the control group in perceived health status, responsibility
and exercise), health conception (role-performance and
adaptation), self-efficacy(health responsibility and
exercise), and health-promoting lifestyles (health
responsibility and stress management), comparing the pre-post
difference between the experimental and the control group.
3. Self-efficacy and health conception were significant
predictors of health-promoting lifestyles, which explain
59.7% of variance. The
findings of this study implied that the health educational
program could improve effectively health-promoting lifestyles
for nursing students in a nursing institute. The model of
educational program can be applied to plan school's health-
promoting activities and design of community health nursing
course.
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