學童視力保健行為教育介入成效探討－－PRECEDE-PROCEED模式之應用

Application of PRECEDE- PROCEED model to evaluate the effectiveness of vision care’s knowledge, attitude, behavior among elementary school students

學童越早發生近視，加深的速度會越快，轉變為高度近視的機率越高，導致失明的機率也就越大，臺灣學童的近視率與近視增加度數在近年來有增加且惡化的趨勢，良好的視力保健行為是預防近視重要的關鍵。本研究之目的在以PRECEDE- PROCEED 模式為基礎，評估教育介入計劃的需求後，發展多元化的介入內容，並評價其在學童視力保健知識、態度、行為及看電視電腦時間的影響成效。本研究使用「不相等實驗組及對照組前後測」之實驗設計，立意選取新竹市關東國小四年級學童為研究對象，其中隨機抽出三個班級作為實驗組共82人，其餘五個班級為對照組共135人，執行為期五週的介入計畫，介入形式包括：視力保健教育、多元才藝活動取代學生回家後看電視或用電腦時間、視力保健行為自我檢核、在家時間管理、家長教育單張、集點活動及多元才藝活動展示。並於介入後進行評價。經統計分析結果顯示，介入後實驗組在視力保健知識、行為及看電視電腦少於1個小時的天數之成效上亦顯著高於對照組。因此，視力保健教育及多元性活動能有效幫助學童視力保健知識、行為及看電視電腦少於1個小時的天數。

Myopia is popular elementary school students, the sooner myopia deepened speed will be faster, the greater the probability the higher the probability of high myopia lead to blindness. Good vision care is important to prevent myopia. This study aims to develop a multi-component intervention program based on PRECEDE- PROCEED model to evaluate the effectiveness of elementary school students’ vision care knowledge, attitude, behavior, the time of watch TV and computer at home. Nonequivalent pretest-posttest control group design was adopted in this study. Participants were fourth grade students from elementary schools in Hsinchu County, two class was the intervention group and the other three class was the control group. The program was implemented for five weeks. Components include vision care education, multiple activity replace the time of watch TV and computer at home, Self-examined vision care behavior at home, family education and Premier Points Card activity. A total of 82 participants in the intervention group and 135 participants in the control group were used for final analyses. The data was analyzed by using t-test. Findings of this study are as follows: In the posttest, the intervention group reveals a better score vision care knowledge, behavior and the time of watch TV and computer at home than that of the control group. Therefore, the outcome of vision care education and multiple activity intervention were helpful.