臺灣博碩士論文加值系統

背景與目的
在台灣，腦中風多年來位居主要死因前三名，若民眾對腦中風預防具備更充足及正確的知識，或可降低腦中風的發生率及死亡率。本研究目的在初探是否可藉由腦中風預防衛教課程，提升大學生對腦中風的致病危險因子、發生時的症狀，以及緊急送醫處理(撥打119)的認知。
研究方法
以北市某大學A、B兩個班級的學生為方便性樣本，在課程前以問卷測試對腦中風相關知識的認知水準，作為比較基準。然後對學生以影片及投影片的方式進行50分鐘的衛教課程，內容包括上述各方面的知識。課程後馬上以問卷進行後測，並於課程後的12週再行追蹤。其中班級A採封閉型問卷，而班級B採開放式問卷。以重複量數一因子變異數分析(repeated measure one-way ANOVA)檢驗此三次測驗的平均分數是否相同，並且以T檢定比較男女間各次測驗的平均分數是否有差異。本研究採用之統計軟體為Stata 7.0版，顯著水準定為0.05。
研究結果
兩班級樣本數共138人，其中班級A的有效樣本為56人(90%)，班級B為53人(91%)，平均年齡皆為22歲；班級A中有39%的學生是女性，而女性在班級B則佔了77%。前測時，班級A全部的學生均能夠辨識出1個以上的危險因子、1個危險徵狀；班級B則有5%的學生無法回答出1個危險因子，24%無法說出1個危險徵狀。並且兩班級中有18-20%的學生不知道腦部是腦中風發生的器官。課程實施後，學生對腦中風預防相關知識的分數顯著提升(p<0.0001)，然而12週後學生的分數則比課程結束時低(p<0.0001)；除了班級B的後測結果外(p<0.05)，各次分數在性別間並無顯著差異。
結論
對大學生實施本衛教課程的確提升了學生對腦中風知識的認知水準，但該效果會隨著時間消退；性別在本研究中並不是影響學習效果的因素。有關當局可考慮透過適當的衛教課程設計，提升目標族群的腦中風預防知識。

Background and Purpose—Stroke has been a leading cause of death for decades in Taiwan. The mortality and morbidity may be reduced if people have the correct knowledge about stroke. This pilot study aimed to examine the effectiveness of an educational program aiming to increase college students’ knowledge of cause of stroke, risk factors, stroke warning signs, and action needed (call 119) when a stroke is suspected.
Methods—Two classes (A and B) of college students was used as convenience sample. The program evaluation consisted of a pretest, a 50-minute educational intervention, immediate posttest, and a 12-week follow-up. Class A was tested via close-ended questionnaire while class B open-ended one. Repeated measure one-way ANOVA was used to compare mean score of three tests. Comparisons of mean score between male and female participants of each evaluation point were assessed by t-tests. Stata 7.0 for Windows was used for the analysis at significance level of 0.05.
Results—A total of 138 college students participated the educational program. Response rate was 90% and 91% in class A and B respectively with mean age of 22 years. In pretest, all students in class A were able to recognize ≥1 risk factors (RF), ≥1 warning signs (WS). In class B, 5% were not able answer one RS and 24% couldn’t name one WS. Of the students, 18-20% in both classes did not recognize the brain as the affected organ in stroke. Mean score improved significantly after the intervention (p<0.001), and dropped after 12 weeks (p<0.001). The effects of gender toward knowledge level were non-significant except posttest in class B (p<0.05).
Conclusions—Our study showed that college students’ knowledge of stroke could be improved by educational program. However, learning effects faded away with time. Our data showed that gender was irrelevant to learning effects. Policy makers may consider improving public knowledge of stroke through properly designated educational program.

1. Background and Purpose 1
2. Methods 3
2.1 Design 3
2.2 Description of the Educational Program 4
2.3 Questionnaire and Assessment 5
2.4 Statistical Analysis 6
3. Results 7
4. Discussion 9
Reference 15
Appendix 1. Slides of the Stroke Prevention Educational Program 28
Appendix 2. Close-ended Questionnaire for Class A. (Pretest) 29
Appendix 3. Open-ended Questionnaire for Class B. (Pretest) 30
Appendix 4. Close-ended Questionnaire for Class A. (Posttest and 12 week follow-up) 31
Appendix 5. Open-ended Questionnaire for Class B. (Posttest and 12 week follow-up) 32

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