失智症照護教育模式對技職學生失智症態度及同理心的影響
張梅芳
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中文摘要 本研究探討失智症照護教育模式對技職學生失智症態度及同理心的影響。研究採用單組前後測設計，結合量化與質性分析，以北部某技職學校進修部高齡照顧福祉系二年級學生為研究對象，共31人（男9人，女2人）。透過「失智症態度量表」(DAS-C)與「傑佛遜同理心量表」(JSE)評估學生學習前後的態度與同理心變化，並以反思單蒐集學生的學習心得。研究結果顯示，學生在參與課程後，失智症態度總分顯著提升(t = 3.55, p = .001)，其中認知層面進步最為顯著(t = 2.99, p = .006)，行為層面變化趨近顯著(t = 1.96, p = .059)，而情感層面則未達統計顯著水準(t = 1.51, p = .142）。同理心分析結果顯示，學生的同理心總分在課程後顯著提升(t = 3.90, p = .001)，其中觀點取替(t = 3.07, p = .005)與情感關懷(t = 2.69, p = .012)皆達顯著水準，顯示課程能夠有效增強學生對失智症患者處境及需求的理解。質性分析方面，透過反思單資料進行主題分析，共歸納出五大主題：「共情連結心靈共鳴」、「溫暖相伴攜手前行」、「打破偏見重塑關愛」、「心境轉化成長蛻變」及「理論落地知行相隨」，反映學生在情境模擬與反思過程中的學習歷程與轉變。學生回饋顯示，情境模擬與角色扮演能提升其應變能力與溝通技巧，進一步強化照護技能與專業認同。本研究結果顯示，失智症照護教育模式能夠有效提升技職學生的失智症態度與同理心，特別是在認知學習與同理心發展方面具顯著成效，本研究探討一套整合情境模擬、角色扮演與反思活動的失智症照護教育模式，該模式係指具有系統性與實務導向的教學設計，與傳統課程以知識傳授為主的單元式教學不同，強調情境實作與學習轉化，並評估其對技職學生失智症態度及同理心的影響。
關鍵字：失智症照護教育、態度、失智症、同理心
文章建立時間：2025-07-15
引用格式(APA)：
張梅芳(2025)。 失智症照護教育模式對技職學生失智症態度及同理心的影響。
福祉科技與服務管理學刊， 13(1)， 1-20。
The Impact of Dementia Care Education Model on Technical Vocational Students' Attitudes Towards Dementia and Empathy
Chang, M.-F.
English Abstract This study explores the impact of a dementia care education model on vocational students' attitudes toward dementia and their empathy levels. A single-group pretest-post test design was adopted, incorporating both quantitative and qualitative analyses. The participants consisted of 31 second-year students (9 males, 22 females) from the Department of Elderly Care and Welfare at a vocational school in northern Taiwan. The Dementia Attitudes Scale - Chinese Version (DAS-C) and the Jefferson Scale of Empathy (JSE) were used to assess students' changes in attitudes and empathy before and after the course. Additionally, reflective journals were collected to analyze students’ learning experiences. The results showed that after participating in the course, students' overall dementia attitudes significantly improved (t = 3.55, p = .001), with the most notable progress in the cognitive dimension (t = 2.99, p = .006). The behavioral dimension showed a marginally significant change (t = 1.96, p = .059), while the emotional dimension did not reach statistical significance (t = 1.51, p = .142). The empathy analysis revealed a significant increase in students’ overall empathy scores (t = 3.90, p = .001), particularly in perspective-taking (t = 3.07, p = .005) and compassionate care (t = 2.69, p = .012), indicating that the course effectively enhanced students’ understanding of the needs and situations of individuals with dementia. The qualitative analysis of the reflective journals identified five major themes: "Emotional Connection and Resonance," "Companionate Care and Support," "Breaking Stereotypes and Rebuilding Compassion," "Mindset Transformation and Personal Growth," and "Bridging Theory and Practice." These themes reflected students’ learning journeys and transformations through scenario simulations and self-reflection. Student feedback indicated that scenario-based training and role-playing enhanced their problem-solving skills, communication abilities, caregiving competencies, and professional identity. Overall, this study demonstrates that the dementia care education model effectively improves vocational students' attitudes toward dementia and their empathy, particularly in cognitive learning and empathy development. These findings provide valuable insights for designing future dementia care education curricula.Keywords：Dementia care education, Attitudes, Dementia, Empathy