不同職稱校園衛生工作人員對結核病防治教育介入成效影響因素之探究

Exploring the Influential Factors of Educational Program for Tuberculosis in Different Title Hygiene Workers on Campus

目的：本研究旨在探討不同職稱校園衛生工作人員的解釋變項對教育介入成效之影響，及採用「案例教學法」的介入策略，對不同職稱校園衛生工作人員的介入成效。方法：本研究為單組前後測類實驗設計。變項包含三個層面：自變項為教育介入；反應變項為行為意圖；解釋變項包括結核病知識、防治態度、知覺行為控制、人口學特徵。本研究運用「案例教學法」進行6 小時教育介入，研究對象為參加「2015 年度校園防疫結核病防治教育訓練」的805 位在職護理及行政人員，其中671 位完成前後測問卷，回應率83.4%。結果：本研究結果顯示，教育介入後，在防治態度上行政人員的得分顯著高於護理人員的得分。介入後行為意圖改變的影響因素，在排除所有的變因後，有二個因素仍然具有顯著的解釋力：(1) 知覺行為控制後測得分(B=0.82，p＜0.001)，(2)防治態度後測得分( B=0.48，p＜0.001)。結論：本研究顯示運用「案例教學法」的介入能補齊學員個人背景的差異，在提升學員結核病防治的行為意圖目標上，發揮了最大化的教學效果。

Purposes: This study aimed to explore the influences of educational intervention of explanatory variables for tuberculosis on differently titled hygiene workers on campus, and the influences of applying case method of educational intervention in tuberculosis prevention to differently titled hygiene workers on campus. Method: This study applied a quasi-experimental study with one group of pre-test and post-test designed. The variables for data analysis can be classified into three dimensions: educational intervention as the independent variable; behavior intention as the response variable; tuberculosis knowledge, attitude towards tuberculosis prevention, perceived behavior control, and demographic characteristics as the four explanatory variables. In this study, the case method of educational intervention in tuberculosis prevention was conducted for six hours. The participants were 805 in-service nursing staffs and administrators who attended ＂2015 campus tuberculosis prevention educational training＂. Among the 805 participants, 671 completed the pre-test and post-test questionnaire surveys, and the response rate was 83.4%. Results: The results of this study revealed that after the intervention, the administrators scored higher than the nursing staffs in terms of the variable of attitude towards tuberculosis prevention. Regarding the influence on the behavior intention after the educational intervention, two factors still had significant explanatory power after excluding all factors: (1)the post-test scores of perceived behavior control (B=0.82, p＜0.001), and (2)the post-test scores of attitude towards tuberculosis prevention(B=0.48, p＜0.001).Conclusion: This study showed that the application of case method of intervention model can not only make up for learners' demographic differences but also maximize the learning effect on learners' behavior intention to achieve the goals of tuberculosis prevention.