生活技能健康教學策略提升教保服務人員視力保健教學能力之介入研究

An intervention effect study on improving preschool educators ability on eye care programs by adopting life skill based strategies

目標：本研究旨在探討生活技能健康教學策略提升教保服務人員健康教學能力之介入成效。方法：本研究為前、後測並追蹤延宕效果的準實驗研究設計，採便利取樣，選取北部地區教保服務人員共77人為研究對象，根據意願分成實驗組及對照組，以「幼兒視力保健課程之生活技能健康教學策略方案」進行6堂共計12小時的實驗介入，運用自編的「健康教學能力評估量表」為測量工具，以廣義估計方程式進行分析，藉此評值方案的介入成效。結果：分析結果顯示，在控制了組別與時間後，生活技能健康教學策略融入幼兒視力保健課程對於教保服務人員的健康教學認知、健康教學態度，以及健康教學信心皆有正向成效；其中健康教學態度更具有8週的延宕效果。結論：本研究發展之生活技能健康教學策略方案能顯著提升教保服務人員在視力保健教學上的健康教學認知、健康教學態度及健康教學信心，可提供未來相關單位或政府機關提升教保服務人員健康教學能力課程設計之參考。

Objectives: This study aims to investigate the effectiveness of interventions to enhance the health instruction ability of preschool educators by adopting life skills-based strategies. Methods: This study was designed as a quasi-experimental study with pre- and post-testing control group design as well as tracking of delayed effects. An aggregate of 77 preschool educators from the northern region were selected as the study subjects and were divided into experimental and control groups according to their preference. A total of 12 hours of experimental intervention was conducted in six sessions of the “Life Skills-Based Health Instruction Strategic Program for Early Childhood Eye Care Course.” The self-formulated “Health Instruction Ability Assessment Scale” was adopted as a measurement tool and analyzed with a generalized estimating equations (GEE) to evaluate the effectiveness of this intervention program. Results: The analysis findings indicated that after controlling for group and time, the integration of life skills-based health instruction strategies into the early childhood eye care course had positive effects on the health instruction awareness, attitudes, and confidence of preschool educators. Moreover, the program exhibited an eight-week delayed effect on the health instruction attitude of preschool educators. Conclusions: The life skills-based health instruction strategic program developed in this study significantly improved the health instruction awareness, attitude, and confidence of preschool educators regarding eye care instruction, and can serve as a reference for entities or government agencies concerned to design courses on enhancing preschool educators’ health instruction competency in the future.