| 摘要: | 目的：高齡社會來臨，失智症照護逐漸成為值得關心的議題，本研究探討護生對失智症的照護知識及其對精神行為症狀的評估能力與照顧準備度之現況與相關性。
方法：為橫斷式描述性相關研究，採立意取樣，以北台灣某護理系182名學生為研究對象，運用人口學背景資料表、失智症照護知識量表、失智症精神行為症狀自覺評估量表、失智症精神行為症狀照顧準備度量表等研究工具進行調查，研究過程通過人體試驗委員會的審查，最後以SPSS 22.0統計套裝軟體進行資料分析。
結果：1.53.3%護生已有接觸失智症患者的經驗，失智症相關教育課程的安排卻相對不足，特別是在疾病治療、共同問題、疾病症狀層面需再加強。2.多數護生對失智症精神行為症狀的冷漠/毫不在意、妄想及昂然自得/欣快感情形的評估較不清楚，而在精神行為症狀的照顧準備度上，在特殊或合併精神行為症狀處理的準備度、照顧人力與照顧資源安排的準備度上也相對較差。3.護生的失智症照護知識總分與精神行為症狀評估能力及照顧準備度之間，有顯著正向相關性(r=0.432, p<0.001；r=0.367, p<0.001)，且當精神行為症狀的評估能力愈佳時，總體照顧準備度相對較佳(r=0.425, p<0.001)。
結論與護理應用：本研究建議未來失智症相關教育應以疾病治療、共同問題、疾病症狀等層面的介紹為優先，也建議高齡照護課程或實習安排上，能提供更多元的情境討論或情境模擬機會，以提升護生面對失智症精神行為症狀時有更佳的評估技能與照顧準備度。研究結果期作為提升失智症照護品質計畫及高齡照護課程安排之參考，也可以做為未來進一步介入研究設計之基礎。
Purpose: With population aging and the rapid increase in the number of patients with dementia, dementia care has become the main issues for concern. Therefore, this study investigates nursing students’ knowledge of dementia care and the level of assessment ability and care preparation to the behavioral and psychological symptoms of dementia, and the relevant factors affecting them.
Method: This study employed a cross-sectional descriptive correlational design. Using purposive sampling, we recruited 182 nursing students from a nursing department in Northern Taiwan as the research subjects. The research tools include demographic data, knowledge of dementia care questionnaire, the assessment scale of behavioral and psychological symptoms of dementia, and the scale of care preparation to care the behavioral and psychological symptoms of dementia. The study was reviewed and approved by the institutional review board. Data were analyzed using SPSS 22.0 statistical software.
Results: (1) While 53.3% participants had experienced exposure to patients with dementia, their education programs related to dementia were not sufficiently organized; their performance was especially poor in terms of treatment, common issues, and symptomatic aspects of the disease. (2) Most nursing students were uncertain about the assessment of behavioral and psychological symptoms of dementia, such as apathy/indifference, paranoia, and complacency/happy feelings. Their preparedness for caregiving for patients with behavioral and psychological symptoms, addressing special or comorbid behavioral or psychological symptoms, and arranging the workforce and resources to care for patients with dementia was also poor. (3) There was a significant positive correlation between the total dementia caregiving knowledge score of the nursing students with their ability to assess behavioral and psychological symptoms and their preparedness for caregiving (r=0.432, p<0.001; r=0.367, p<0.001); the better the ability to assess behavioral and psychological symptoms, the better the overall caregiving preparedness (r=0.425, p<0.001).
Conclusions and Nursing Applications: This study suggests that future education on dementia should prioritize introducing disease treatment, common issues, and disease symptoms. We recommend providing more opportunities for situational discussion or simulation in senior care courses or internships to enhance the nursing students’ assessment skills and preparedness for caregiving for dementia patients with behavioral and psychological symptoms. The results of this study may be used as a reference for dementia care quality improvement programs and elderly care curricula, as well as a basis for the design of future research interventions. |
