探究網路教學對HIV感染/愛滋病患者自我照顧行為之成效
| 論文名稱(中/英文) | 研究生 | 指導教授 |
| 探究網路教學對HIV感染/愛滋病患者自我照顧行為之成效 The effectiveness of a web-based instruction of self-care of patients with AIDS/HIV(+) |
李雅嵐 | 黃惠璣博士 |
| [ 摘要 ] | ||
| 本研究的目的旨在發展及評值一套適用HIV感染者/AIDS患者自我照顧網路學習系統，用以瞭解此學習網站對於患者自我照顧行為的影響，並探討HIV感染者/AIDS患者其自我照顧知識、健康行為自我效能、社會支持與自我照顧行為的相關性。採類實驗性研究設計，於北部某兩所醫院之門診進行立意取樣，經由隨機分派至實驗組或對照組，實驗組接受研究者設計之「自我照顧網路學習系統」網站的介入措施一個月，而對照組則僅接受一般門診之護理指導。其測量工具包括：基本資料、自我照顧知識量表、自我照顧行為量表、健康行為自我效能量表、社會支持量表、網路學習習系統評值問卷。 研究資料以SPSS12.0版套裝軟體進行資料分析，研究結果為：一、「網路學習系統」介入前，研究對象人口學變項與自我照顧行為無顯著差異，健康行為自我效能、社會支持與自我照顧行為呈顯著正相關。經由逐步複迴歸分析結果發現，健康行為自我效能是自我照顧行為的預測因子，共可解釋自我照顧行為之變異數為43％，即當健康行為自我效能越高其自我照顧行為越好。二、經「網路學習系統」介入後，實驗組在「自我照顧行為」後測之得分高於前測，且達顯著差異，對照組則否。三、經「網路學習系統」介入後，實驗組在「自我照顧知識」後測之得分雖高於前測，但未達顯著差異。四、經「網路學習系統」介入後，實驗組在「健康行為自我效能」後測之得分低於前測，但未達顯著差異。五、經「網路學習系統」介入後，實驗組在「社會支持」後測之得分低於前測，但未達顯著差異。六、「網路學習系統」的介入措施，以整體而言本網站的有用程度及滿意度為中上。網站各部分的幫助程度以「醫療新知」與「健康e學園」幫助程度得分最高。網站滿意度則以「醫療新知」、「健康e學園」與「心情元氣站」最為滿意。 研究結果可提供醫護人員未來執行護理指導之參考，並將其推廣與應用至感染者/愛滋病患者，將多元化的護理指導自醫院延伸到社區的一個學習環境。 | ||
| [ Abstract ] | ||
| This study aims to develop and evaluate a self-care e-learning system for HIV/AIDS patients in order to understand the effect on this e-learning website on the patient’s self-care behavior, and to investigate the correlations among the self-care knowledge, health behavior self-efficacy, social support and self-care behavior in HIV/AIDS patients. Samples were selected from the outpatient clinic of 2 hospitals in northern Taiwan, with purposive sampling and assigned into the experimental and control groups at random in a quasi-experiment design. The experimental group was intervened with a “self-care e-learning system” for one month; while the control group was given only the general nursing instructions from outpatient clinics. Measuring tools include basic data, self-care knowledge scale, self-care behavior scale, health behavior self-efficacy scale, social support scale, and e-learning system evaluation questionnaire. Findings of the research data analyzed with SPSS12.0 software show that (1) the difference between the demographic variables and self-care behavior of the samples is statistically insignificant before the e-learning intervention; and health behavior self-efficacy, social support and self-care behavior are positively correlated. Findings of the stepwise multiple regression analysis show that health behavior self-efficacy is the predictive factor of self-care behavior, with a 43% interpreting power of self-care behavior covariance; i.e. the greater the self-efficacy of health behavior, the better the self-care behavior. (2) The post-test score of self-care behavior of the experimental group after e-learning intervention is higher than that of the pre-test, and the difference is statistically significant; while it is the opposite with the control group. (3) The post-test score of self-care knowledge of the experimental group after e-learning intervention is higher than that of the pre-test, though the difference is statistically insignificant. (4) The post-test score of health behavior self-efficacy of the experimental group after e-learning intervention is lower than that of the pre-test, though the difference is statistically insignificant. (5) The post-test score of social support of the experimental group after e-learning intervention is higher than that of the pre-test, though the difference is statistically insignificant. (6) The overall usefulness and satisfaction of this website is medium good. The usefulness score of “Healthcare News” and “Health e-Classroom” is the highest. The satisfaction of “Healthcare News”, “Health e-Classroom” and “Mood Strength Station” is the highest | ||