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[[alternative]]Impact of post-COVID-19 on the physical fitness of elementary school children
No full text[[abstract]]背景：自2019年新冠病毒 ( COVID-19 ) 疫情爆發造成大流行，使得孩童紛紛確診，由於病毒感染後兒童需要隔離和休息，導致運動量減少，進而影響體能發展，使得兒童身體質量指數及健康體適能成為後疫情時代下受為關注的議題。本研究目的為探討國小高年級學童於新冠肺炎確診前、後對體適能測驗成績的影響。方法：以蒐集資料方式，針對10~12歲國小高年級學童為對象，分析確診、未確診，及確診新冠肺炎康復後不同時間（確診3個月內、確診3~6個月、確診6個月以上），學童在確診前、後健康體適能項目測驗結果；兩次測驗間隔8個月，蒐集資料內容包括身體質量指數、一分鐘屈膝仰臥起坐、坐姿體前彎、立定跳遠、800公尺跑走。結果：結果顯示，新冠肺炎疫情對學童之BMI皆顯著增加，且柔軟度、肌力與耐力、爆發力以及心肺耐力整體皆有明顯退步。相較於確診前，確診新冠肺炎康復後不同時間（確診3個月內、確診3~6個月、確診6個月以上）之BMI整體顯著增加、健康體適能測驗整體皆有退步趨勢。此外，確診新冠肺炎6個月以上組之柔軟度相較確診3個月內及確診3~6個月，有顯著下降。結論：新冠肺炎疫情對高年級小學生的BMI與健康體適能具有負面影響。特別是確診超過6個月以上的學童，其柔軟度明顯下降，這表明新冠肺炎對學童的長期體能影響需更加關注，並需透過適當身體活動措施以改善其體適能的重要性。[[abstract]]Background: Since the outbreak of the new coronavirus (COVID-19) in 2019 has caused a pandemic, children have been diagnosed one after another. Since children need to be isolated and rested after the virus infection, the amount of exercise has been reduced, which in turn affects physical development, making children's body mass index and health condition worse. Fitness has become a topic of concern in the post-epidemic era. The purpose of this study is to explore the impact on physical fitness test scores of senior elementary school students before and after the diagnosis of COVID-19. Methods: By collecting data, targeting senior elementary school students aged 10 to 12 years old, we analyzed confirmed, undiagnosed, and different times after recovery from confirmed COVID-19 (within 3 months of diagnosis, 3 to 6 months of diagnosis, and 6 confirmed cases). Months and above), school children's health and fitness test results before and after diagnosis; the two tests were 8 months apart, and the data collected included body mass index, one-minute knee sit-ups, seated forward bends, standing long jump, 800 Meter running and walking. Results: The results indicate that the COVID-19 pandemic has led to a significant increase in BMI among children, with a noticeable overall decline in flexibility, muscle strength and endurance, explosive power, and cardiorespiratory endurance. Compared to their pre-diagnosis status, children recovering from COVID-19 showed a consistent trend of significant BMI increase and decline in physical fitness across different recovery periods (within 3 months post-diagnosis, 3 to 6 months post-diagnosis, and more than 6 months post-diagnosis). Additionally, children who had been diagnosed for more than 6 months exhibited a significant reduction in flexibility compared to those within 3 months and 3 to 6 months post-diagnosis. Conclusion: The COVID-19 epidemic has a negative impact on the body mass index, flexibility, muscle strength and endurance, explosive power and cardiorespiratory endurance of senior elementary school children. In particular, children who were diagnosed over 6 months ago showed a marked decrease in flexibility. These findings highlight the need for greater attention to the long-term physical fitness impacts of COVID-19 on children and underscore the importance of implementing appropriate physical activity interventions to improve their physical fitness
[[alternative]]Examining Relationships between Spoken Language Comprehension, Hearing and Cognition for Older Adults in Taiwan: Analysis of the Taipei Screening Tests in Community
No full text[[abstract]]背景 隨著台灣人口老化加劇，在地老化（ageing in place）作為社區長照的標竿發展，老年人和其所處的環境間的互動交流需求急遽升高。在如此背景下，日常生活溝通的重要性不言而喻，而聽力和語言接收能力更是在其中扮演著關鍵的角色。過去的研究已證實老年人的聽覺理解能力分別與周邊聽力和整體認知有關，但進一步對於此三者間關係性乃至預測性的研究仍十分稀缺。目的 探討台北市社區老年人的聽理解與聽力、認知能力之間的關係。方法 本研究分析自2022年1月至12月間對台北市區60歲以上高齡長者進行之聽語社區篩檢的結果紀錄。最終納入134筆資料，其中包含人口學資料以及純音聽力篩檢、雙耳異訊數字測驗、蒙特利爾認知評估、中文色塊測驗之結果。使用SPSS軟體進行相關統計、多元迴歸以及階層迴歸統計分析，檢驗老年人周邊聽力、聽知覺與整體認知對聽理解之相關性及影響力。顯著水準設為p < .05。結果 三項自變項－周邊聽力、聽知覺、整體認知皆與老年人的聽理解能力呈正相關（p < .05）；此外，多元迴歸分析結果顯示，僅聽知覺與整體認知對聽理解有顯著解釋力（β = .384、.293，p ≤ .001）。進一步的階層迴歸分析確立人口學變項中，年齡和教育程度可顯著解釋23.2%的聽理解（Adj. R2 = .232，p < .001）；而控制此人口學變項後，三項自變項共增加了對聽理解13.3%的解釋度，且其中僅整體認知對聽理解具最大解釋力（β = .276，p < .01）。結論 台北市社區老年人的聽理解受整體認知、聽知覺和教育程度所影響。除了本研究已探討的參數因素外，尚有其他個體的內在能力或外在因素幫助代償聽理解表現。研究結果可供臨床與長照復健照護參考。[[abstract]]Background: Ageing in place has developed as a benchmark for long-term care in the community, with the elderly population incredibly increasing in Taiwan. Previous studies have confirmed that speech comprehension is related to peripheral hearing and cognition in older adults, but research focusing on the relationship and even predictability is still scarce.Objective: This study aims to elucidate the relationship and determine the best predictor(s) of speech comprehension in older adults.Method: The current study analyzed the results from the screenings held in community for the older adults in Taipei City in 2022, using Pearson's correlation, multiple regression, and hierarchical regression. The research parameters include pure tone audiometry, dichotic digit test, Montreal Cognitive Assessment (Taiwan), and Mandarin Token Test. Statistic significance was set at p < .05.Results: The three independent variables, peripheral hearing, auditory perception, and overall cognition, were all positively correlated with speech comprehension of the elderly (p < .05); in addition, multiple regression analysis showed that only auditory perception and cognition had an eminent impact on speech comprehension with a significant explanatory power respectively (β = .384 & .293; p ≤ .001). Further hierarchical regression analysis revealed that among the demographic variables, age and education level could significantly explain 23.2% of speech comprehension (Adj. R2= .232, p < .001). After controlling for the demographic factors, the three independent variables added 13.3% of the explanation to the model, among which cognition was the greatest predictor of speech comprehension (β = .276, p < .01).Conclusion: Speech comprehension in Taipei’s older adults is affected by cognition, auditory perception and education. The results would shed light on clinical implications in elderly long-term care and rehabilitation
[[alternative]]Montessori Materials Design and Implementation for three to six years old Children–Flowers
No full text[[abstract]]本研究旨在增加幼兒在學前蒙特梭利教室中對花卉的知識。本研究採用蒙特梭利教學法，引導3至6歲的學前幼兒認識4種不同種類的花卉。研究者在實施蒙特梭利活動之前和之後分別進行了前測和後測，以評估15位3至6歲幼兒的學習進展。本次研究為期8週，研究者根據蒙特梭利教室的五個領域設計了各種與花卉相關的教材。研究結果顯示，幼兒的花卉知識呈現顯著的學習效果。所有幼兒都能正確命名四種不同的花卉（玫瑰、向日葵、百合和雛菊），其中14位幼兒能夠說出花卉的結構（花瓣、花萼和花梗）。可見蒙特梭利教育的實施能有效地提升幼兒對植物學的知識，特別是與花卉相關的知識。[[abstract]]The project aimed to increase the knowledge of flowers in a classroom with Montessori settings. The researcher introduced 4 different types of flowers to preschool children aged 3 to 6 years using the Montessori method. The researcher conducted pre-tests and post-tests before and after the implementations of Montessori Activities which related to the topic ‘Flowers’. The pre-tests and post-tests could evaluate the results of 15 children’s learning progress. It was implemented for 8 weeks. The researcher created various educational materials related to flowers based on the five areas of the Montessori classroom. The results revealed that the children significantly improved their knowledge of flowers. All children were able to correctly identify and name four different flowers (Rose, Sunflower, Lily, and Daisy). 14 out of 15 children could name the parts of flowers (petal, calyx, and peduncle). The implementation of Montessori education effectively expanded the children's botanical knowledge, specifically in relation to flowers
[[alternative]]Young children’s play behavior and parent involvement in a parent-child center
No full text[[abstract]]遊戲,對嬰幼兒而言是生活的重要任務,一處適當的遊戲空間可以幫助嬰幼兒學習,親子館的遊戲場域除支持家長育兒外,亦支持嬰幼兒遊戲和促進其發展,因此本研究透過觀察瞭解親子館嬰幼兒遊戲時的遊戲行為和家長參與幼兒遊戲的型態,並探討幼兒遊戲行為與家長參與的關聯性。以研究者所任職的新北市公共托育中心的一間親子館為研究場域,研究參與對象採取立意取樣方式,針對使用親子館自由遊戲空間的 1 到 6 歲幼兒及其家長為主要研究對象,以錄影音方式進行 15 分鐘的親子遊戲互動研究資料搜集,共收集 35 組親子遊戲互動。研究結果發現,嬰幼兒遊戲行為有身體動作遊戲、認知性遊戲和社會性遊戲,及閱讀和非遊戲等行為;其中「平行遊戲」最高,「聯合遊戲」次之,再依序為「象徵遊戲」、「功能遊戲」、「身體動作遊戲」,但很少出現「無所事事」行為。而嬰幼兒遊戲行為在「性別」、「出生序」及「來館次數」上多無明顯差異,但在社會遊戲上,月齡愈大、愈多就讀經驗嬰幼兒,聯合遊戲愈多,單獨遊戲愈少。在幼兒遊戲時,家長參與型態有「跟隨陪伴者」、「安全管理者」、「共同遊戲者」、「支持協助者」、「遊戲促進者」和「遊戲指揮者」;出現次數以「支持協助者」最高,「跟隨陪伴者」次之,但少有「不參與」出現;家長參與型態大致不因嬰幼兒「性別」、「出生序」和「來館次數」上有所差異,但隨著嬰幼兒月齡愈大、愈多就讀經驗,家長愈少出現「遊戲指揮者」參與型態。最後,家長參與型態與嬰兒遊戲行為有部分關聯,當嬰幼兒身體動作遊戲愈多,家長愈多「安全管理者」;象徵遊戲愈多,家長愈少「安全管理者」;「單獨遊戲」愈多,家長「支持協助者」與「遊戲促進者」愈多,顯示家長會視嬰幼兒遊戲的內容動態調整自己的參與型態、參與程度與介入程度。關鍵字:親子館、嬰幼兒、遊戲行為、家長參與[[abstract]]Play is an important task in the lives of young children, and an appropriate play space can greatly assist in their learning. . In this context, play areas in parent-child centers not only support parents in child-rearing but also promote the play and development of young children. This study seeks to understand the play behaviors of young children and the types of parental involvement during playtime at a parent-child center. It also explores the relationship between the play behaviors of young children and the participation of their parents. The research was conducted at a parent-child center within a public childcare facility in New Taipei City, where the researcher is employed. The study employed purposive sampling, focusing on young children aged 1 to 6 years who use the free play space at the parent-child center, along with their parents. Data were collected through 15-minute video recordings of parent-child play interactions, with a total of 35 parent-child play interactions being recorded. This study found that young children exhibit various play behaviors, including physical play, cognitive play, social play, reading, and non-playing behavior, etc. Among these play behaviors, “parallel play” was the most common, followed by “associative play”, “symbolic play”, “functional play”, and “physical play,” with “unoccupied behavior” being rarely observed. There were no significant difference in the play behaviors of young children based on“gender,” “birth order,”or "frequency of visits to the center." However, in social play, older children and those with more schooling experience engaged more in associative play and less in solitary play. Parents involvement during child play was categorized into several types: “play follower,” “safety manager,” “ coplayer,”“play supporter,” “play facilitator,” and “play director.” Parents most frequently acted as “play supporters,” followed by “play followers,” with “uninvolved” being rare. Parental involvement types did not significantly differ based on the child's "gender," "birth order," or "frequency of visits to the center." However, as infants and toddlers grew older and gained more schooling experience, parents were less likely to adopt the "play director" involvement type. Finally, there were some correlations between parental involvement types and children's play behaviors. When children engaged more in physical play, parents tended to act as "safety managers" with more symbolic play, parents were less likely to act as "safety managers" and with more solitary play, parents were more likely to take on the roles of "supporter" and "play facilitator." This indicates that parents adjust their involvement type, level of participation, and degree of intervention based on the dynamics of their child's play.Key words: parent-child center, young children, play behavior, parent involvemen
[[alternative]]The Effectiveness of a "Care I Decide！" Scenario-Based Online Simulation Training Program in Chest Trauma Care Knowledge and Clinical Reasoning ability among Nurses
No full text[[abstract]]背景：在臺灣，事故傷害長年位居國人十大死因，胸部創傷屬高比率重度傷害，遺漏、延遲通報病情恐危及生命。護理師應具備快速評估與處置及臨床推理能力，提升創傷照護能力。然而，全面性創傷課程受限空間及成本，難以提供大量護理人員持續性訓練。透過『Care I Decide！』線上情境模擬輔助教學能夠提供臨床護理人員持續性胸部創傷課程訓練，有效提升護理人員胸部創傷照護知識及臨床推理能力。目的：本研究目的旨在驗證『Care I Decide！』線上情境模擬輔助教學對提升護理人員胸部創傷照護知識及臨床推理能力成效探討。方法：本研究是採隨機分派試驗(Randomized clinical trial, RCT)。以簡單隨機取樣進行雙組重複測量之研究。共有95位臺灣北區某區域教學醫院之急診及外科護理師參與研究。實驗組(n=49)接受「課室教學及『Care I Decide！』線上情境模擬輔助教學」胸部創傷課程，對照組(n=46)接受「課室教學及案例分享」胸部創傷課程。於課程開始前進行前測，於課程結束後一週及課程結束後12週進行後測及延宕測。研究工具包含：護理人員基本屬性、胸部創傷知識量表、臨床推理能力量表及學習投入度量表。結果：兩組護理人員於課程介入前，胸部創傷知識、臨床推理能力並無顯著差異。在課程介入後，整體胸部創傷知識第一次後測及延宕測，實驗組護理師得分皆高於對照組，達顯著性差異(p .05)。結論與建議：本研究結果證實兩種胸部創傷課程皆可提升臨床護理師胸部創傷知識及臨床推理能力。『Care I Decide！』線上情境模擬輔助教學課程以互動式線上模擬案例提供護理師不受時間及空間限制，彈性進入線上教學平台重複學習案例。透過線上案例練習，引導護理師臨床推理及決策處置判斷，經由即時回饋，以釐清學理觀念。護理師在線上情境模擬互動式影片中運用臨床推理能力判斷病情變化過程，有助於創傷知識複習、臨床信息判斷及決策訓練。未來於護理教育中使用於臨床在職訓練進行相關教學，能提升臨床護理師胸部創傷知識及臨床推理能力，增加不同系統創傷之案例，並持續運用於臨床繼續教育中。關鍵字：胸部創傷、線上情境模擬教育、臨床推理能力、學習投入、護理繼續教育[[abstract]]Background:In Taiwan, accidental injuries have long been among the top ten causes of death, with thoracic trauma being a high proportion of severe injuries. Nurses must possess the skills of quick assessment and management and clinical reasoning to enhance their competency of trauma care. Despite the importance of comprehensive trauma courses, the implementation is often hindered by spatial and financial constraints, posing challenges to the provision of ongoing education for a large number of nurses. Through the “Care I Decide!” online simulation assisted teaching, practicing nurses may receive continuous thoracic trauma course training, effectively enhancing nurses’ knowledge and clinical reasoning skills in thoracic trauma care. Purpose:The purpose of this study was to evaluate the effectiveness of the “Care I Decide!” online simulation assisted teaching in promoting nurses’ knowledge and clinical reasoning skills in thoracic trauma care. Method:This two-group, repeated-measures, randomized controlled trial utilized a simple random sample of 95 ER and surgical nurses from a regional teaching hospital in Northern Taiwan. The experimental group (n=49) received a thoracic trauma course delivered through a combination of classroom teaching and the “Care I Decide!” online scenario-based simulation. The control group (n=46) was taught through classroom teaching and case sharing. Participants completed a pre-test before the intervention, a first post-test one week after the intervention, and a second post-test 12 weeks after the intervention. The instruments used included a demographic sheet, the Thoracic Trauma Knowledge Scale (TTKS), the Clinical Reasoning Skills Scale (CRSS), and the Learning Engagement Scale (LES).Results:There were no statistically significant differences between groups in the thoracic trauma knowledge and clinical reasoning skills prior to the intervention. After the intervention, the experimental group was significantly higher in the overall thoracic trauma knowledge in the first and second post-tests (p .05).Conclusion and Recommendations:The findings of this study indicated that both thoracic trauma courses significantly improved nurses’ knowledge of thoracic trauma and their clinical reasoning skills. The “Care I Decide!” course allowed for flexible practice without the limitations of time and space. These online scenario-based exercises guided nurses through the clinical reasoning and decision-making processes and clarified any unclear concepts through real-time feedback. Furthermore, the course’s interactive videos enabled nurses to apply their clinical reasoning skills in making clinical judgments about the disease process, thereby enhancing the retention of thoracic trauma knowledge and the clinical decision-making process. This approach is recommended for use in continuing education to promote nurses’ knowledge of thoracic trauma and their clinical reasoning skills. Future applications of this approach could consider expanding to a variety of trauma scenarios for ongoing clinical education.Keywords: thoracic trauma, online scenario-based simulation, clinical reasoning skills, learning engagement, nursing education
[[alternative]]The Impacts of Augmented Reality Board Game Instruction on the Learning Effectiveness in Emergency Drugs for Nursing Staff
No full text[[abstract]]背景：用藥安全是屬於全球關注的共同議題，也是醫療照護品質及病人安全最重要的指標之一(雍海鵬、唐福瑩，2014）。在全球對用藥安全議題日益重視的背景下，本研究特別聚焦於急救藥物的學習與應用，探討傳統教學與遊戲化教學模式的效果比較。然而學校教育中，急救藥物教學雖是急救領域的其中一部份，但往往注重在急救流程上，傳統教學中也無給予人員針對不同情境給予臨床推理判斷。文獻指出擴增實境AR桌遊可使藥物圖像立體化與情境融合、結合遊戲更可提高學習動機、強化護理人員臨床推理能力，故本研究將擴增實境AR結合卡牌桌遊可提升護理人員學習動機，進而強化學習成效。目的:旨在瞭解「急救藥物AR桌遊」教學對提升護理人員在急救藥物學習成效、臨床推理能力及醫護溝通自我效能之影響。方法：是採類實驗研究設計（quasi-experimental research design），以群集抽樣（cluster sampling）進行雙組重複測量之研究。共有 64 某醫學中心內外科護理人員參與本研究。實驗組（n=32）接受課室教學+急救藥物AR桌遊，對照組（n=32）接受「課室教學+急救藥物卡牌桌遊」於課程開始前將進行前測，於課程結束後進行第一次後測，並於課程介入後三週進行急救藥物知識之成效。研究工具包括：基本資料、急救藥物知識量表、護理臨床推理能力量表、醫護溝通自我效能量表。結果：兩組人員於急救藥物課程介入前，急救藥物知識、臨床推理能力及醫護溝通自我效能皆無顯著差異。於課程介入後，實驗組學急救藥物知識、臨床推理能力及醫護溝通自我效能得分高於對照組，且達統計上差異(p< .05)。於課程介入後三週後再測其延宕效益，實驗組急救藥物知識明顯比對照組高，且達統計上顯著差異(p< .05)，此結果顯示「急救藥物AR桌遊」比「急救藥物卡牌桌遊」影響急救藥物知識更具延宕效果。關鍵字：急救藥物、擴增實境桌遊、護理教育[[abstract]]Medication safety is a global concern and a key indicator of healthcare quality and patient safety. With increasing emphasis on medication safety, this study focuses on the learning and application of emergency medications, comparing traditional teaching with game-based models. Traditional education often emphasizes skills over clinical reasoning and judgment. Research suggests that AR board games can enhance learning motivation and clinical reasoning by integrating 3D drug images with situational contexts. This study combines AR with board games to boost nursing staff motivation and learning effectiveness.To assess the impact of "Emergency Medicine AR Board Game" teaching on improving nursing staff's learning effectiveness, clinical reasoning ability, and medical-nurse communication self-efficacy in emergency medicine. Using a quasi-experimental design with cluster sampling, 64 medical and surgical nursing staff participated. The experimental group (n=32) received classroom teaching plus an AR board game, while the control group (n=32) received classroom teaching plus a traditional card game. Pre-tests were conducted before the course, with post-tests immediately after and three weeks later. Tools included nursing staff's learning effectiveness, a clinical reasoning ability scale, and a communication self-efficacy scale. Before intervention, there were no significant differences between the groups. Post-intervention, the experimental group scored higher in emergency drug knowledge, clinical reasoning, and communication self-efficacy, with statistically significant differences (p < .05). Three weeks later, the experimental group still showed significantly higher knowledge retention (p < .05), indicating that the AR board game had a lasting positive effect compared to the traditional card game.Keywords: Emergency Drugs, AR Board Game, Nursing educatio
[[alternative]]Experiences of compassion fatigue among nurses in intensive care unit
No full text[[abstract]]加護病房護理人員長期暴露於病患的痛苦和壓力環境中而導致身心過度使用，當身體或心理感到無法承受的疲乏至耗竭的狀態為「悲憫疲憊」(compassion fatigue)。悲憫疲憊不僅造成加護病房護理人員身心健康之影響，亦會影響其工作效率、病患的照護品質、增加醫療疏失風險等，導致護理人員離職率增加，醫療人力的短缺。本研究目的為探討加護病房護理人員悲憫疲憊之經驗，採描述性現象學研究法，研究期間自112年09月至113年03月止，於北部某醫學中心進行，以立意取樣方式，收案條件含年滿20歲(含)以上、臨床工作年資至少二年、目前於內外科加護單位擔任直接照顧患者工作，持續時間達6個月(含)以上的護理人員、悲憫滿足和疲憊測量量表分數至少36分以上高風險指數及受測者主觀認定個人悲憫疲憊經驗程度至少5分(1~10分) 、能接受用錄音或用手稿記錄方式者；排除條件為全職行政職務之護理主管。資料收集以一對一深度訪談方式進行，採半結構式訪談指引，以Colaizzi(1978)進行資料分析法，共訪談十位加護病房護理人員，已達資料飽和。本研究結果呈現三個主題及八個次主題。分別為主題一：悲憫疲憊的萌發，其次主題分別為焦慮不安的情緒、無力的內心感受。主題二：悲憫疲憊的承受，其次主題分別為情緒的耗竭、身體的疲憊、對專業能力的質疑、工作熱情的消逝。主題三：悲憫疲憊的療癒，其次主題分別為自我照顧、向外尋求協助。研究結果顯示透過本研究可以更深入了解加護病房護理人員悲憫疲憊之經驗，以作為研究心理健康介入有效策略之參考。[[abstract]]Intensive care unit nursing staff are exposed to the pain and stress of patients for a long time, resulting in physical and mental overuse. When the body or mind feels unbearable fatigue to the point of exhaustion, it is called "compassion fatigue". Compassion fatigue not only affects the physical and mental health of nursing staff in intensive care units, but also affects their work efficiency, the quality of patient care, increases the risk of medical negligence, etc., leading to an increase in the turnover rate of nursing staff and a shortage of medical manpower. The purpose of this study is to explore the experiences of compassion fatigue among nurses in the intensive care unit. The descriptive phenomenological research method was adopted. The research period was from September 2012 to March 2013. It was conducted in a medical center in the north. Purposive sampling was used to collect data. Several criteria were included : being over 20 years old (inclusive) ; with at least two years of clinical experiences, and currently working in medical or surgical intensive care units as a direct patient care provider for a duration of more than 6 months (inclusive) nursing staff; a high-risk index with a score of at least 36 on the Compassion Satisfaction and Fatigue Measurement Scale and participant’s subjective judgment of at least 5 points (1-10 points) in personal compassion fatigue experiences; the ability to accept the use of audio recordings or manuscripts recording method; the exclusion criteria were the full-time administrative position of nursing supervisor. Data collection is based on one-to-one in-depth interview and semi-structured interview guidelines, Colaizzi(1978) was used for data analysis, and a total of 10 nursing staff in the intensive care units were interviewed, and the data saturation was reached. The results of this study present three themes and eight sub-themes. The theme 1: Commencing of compassion fatigue and the sub-themes: anxious emotions、weak inner feelings. The theme2: Bearing of compassion fatigue and the sub-themes:emotional exhaustion, physical exhaustion,doubts about professional competence, and loss of enthusiasm for work. Theme 3: Healing of compassion fatigue and the sub-themes: self-care and seeking help from outside. The research results show that this study can provide a deeper understanding of the compassion fatigue experiences of intensive care unit nurses, which can serve as a reference for studying effective strategies for mental health intervention
[[alternative]]Effectiveness of Digital Group on Health Outcome in Elderly with Dementia at Day Care Center
No full text[[abstract]]研究目的隨著年紀增長罹患失智症的可能性就越高，失智症不只有認知功能的障礙，還經常伴隨非認知功能的症狀，包括有憂鬱、焦慮、妄想、幻覺、行為障礙及其他精神病症狀等。而由於數位科技(Digital Technology)運用在長者的健康照護範圍越來越廣，長者可以通過這些科技介入措施進行數位團體懷舊在國外的心理健康研究已有較多的發展和驗證，呈現出數位科技用於懷舊療法能減少照顧者於準備懷舊素材時間，並可以透過個別化增加長者活動參與度，然而此方案介入形式，運用於國內失智長者的研究較少著墨，故研究者透過數位團體介入，探討在日間照護中心的失智長者的心理健康的成效。研究方法本研究設計為隨機分派臨床試驗（RCT），採區段隨機分派（block randomization），實驗組進行數位團體介入；對照組採常規護理。為期8週的數位團體治療活動課程，每週一次每次一小時，研究工具：人口學基本資料、簡短版神經精神量表、康乃爾失智者憂鬱量表、生命意義量表、失智症患者的參與度，本研究共收案實驗組35人，對照組36人。研究結果 數位團體介入後，實驗組其行為精神症狀嚴重度較對照組分數低，於第八週（β =-3.08, p < .001）、第十二週（β= -2.07, p < .001）達統計顯著差異；實驗組其行為與精神症狀照護者困擾程度較對照組分數低，於第八週（β= -6.78, p < .001）、第十二週（β= -6.02, p < .001 ）達統計顯著差異；實驗組其憂鬱情緒較對照組分數低，於第八週（β =-5.82, p < .001）、第十二週（β= -4.25, p < .001）達統計顯著差異；實驗組其生命意義較對照組分數高；於第八週（β=9.76, p < .001）、第十二週（β= 8.20, p < .001）達統計顯著差異；實驗組在參與數位懷團體後社會參與分數有顯著提升（t: -26.47, p < .001）。結論: 在研究介入過程中發現使用網路影音教材進行數位團體懷舊，可減輕工作人員備課時間，同時視個案的情況去添加素材，可以運用在失智個案的長期照護，建議持續使用數位團體課程改善失智症個案的精神神經症狀，提升失智症個案的心理健康。[[abstract]]Background and PurposeDementia encompasses not only cognitive impairment but also psychiatric symptoms such as depression, anxiety, delusions, hallucinations, and behavioral disorders. In recent years, digital reminiscence has become increasingly popular in dementia therapy owing to its effectiveness and ease of implementation. Although studies have validated digital reminiscence therapy, few have done so in the Taiwanese context. Accordingly, the present randomized controlled trial evaluated the effect of digital reminiscence group therapy on the mental health of older adults with dementia in daytime elderly care centers.MethodParticipants were recruited using simple random sampling. The experimental group underwent digital reminiscence therapy, while the control group received routine care. The digital reminiscence group therapy sessions spanned 8 weeks, with one 1-hour session held each week. A total of 35 participants were in the experimental group, and 36 were in the control group.Results Compared with the control group, the digital reminiscence group had significantly less severe behavioral and psychological symptoms, with significant differences observed at the 8th (β = −3.08, p < .001) and 12th (β = −2.07, p < .001) weeks; lower levels of caregiver distress, with significant differences observed at the 8th (β = −6.78, p < .001) and 12th (β = −6.02, p < .001) weeks; less severe depression, with significant differences observed at the 8th (β = −5.82, p < .001) and 12th (β = −4.25, p < .001) weeks; a greater sense of meaning in life, with significant differences observed at the 8th (β = 9.76, p < .001) and 12th (β = 8.20, p < .001) weeks; and greater social participation (t: −26.47, p < .001).ConclusionThe use of online video materials as part of digital reminiscence therapy improved the mental health of older adults with dementia in daytime elderly care centers. Digital reminiscence therapy is easy to implement, and the specifics of the activities during such therapy can be adjusted according to the individual. Digital reminiscence therapy can also be applied in the long term.
Factors Influencing Health Literacy Among Migrants in Taiwan
No full text[[abstract]]Introduction: With increasing migration from the Asian countries, enhancing migrant health literacy in Taiwan is crucial. This study addresses a significant gap in health literacy research, particularly concerning immigrants of both genders and from diverse countries. Its purpose is to assess health literacy levels among migrants and identify associated factors to provide a comprehensive understanding of this issue.
Methods: This quantitative cross-sectional study was conducted between December 2022 and January 2024, involving first-generation migrants aged above 20 years. Data were collected anonymously using the HLS-EU-Q47 questionnaire, available in English, Vietnamese, and Indonesian.
Results: Participants, mainly of Asian background, generally had low health literacy. Significant factors associated with higher health literacy included marital status, father's education, employment, health care training, transportation usage, ability to pay medical fees, income, and household arrangements. Educational courses and health seminars also improved health literacy.
Discussion: The findings highlight the need for targeted interventions to enhance health literacy among migrants, considering demographic and socioeconomic factors
[[alternative]]Exploring the Impacts of Campus Greenspace on College Students' Mental Health from the Natural Environment Restoration Perspective
No full text[[abstract]]大學時期是學生自我探索及學習獨立成長的關鍵時期，多數大學生脫離原本熟悉的環境，至新環境重新適應和學習。在各種新挑戰下，許多大學生衍生憂鬱、焦慮等心理健康問題。過去研究發現接觸自然環境可以幫助個體釋放壓力、提升心理健康及恢復注意力。而學生則可運用校園休閒綠地紓解壓力或進行休閒活動，但過去鮮少研究以校園休閒綠地為研究場域來探討其對學生心理健康的具體影響，因此本研究旨在探討校園休閒綠地於大學生心理健康之影響及其影響因素。本研究以30位大學生為研究對象，研究場域為臺北市某大學內以療癒為設計目的的景觀花園。研究採單組前後測設計，量表則採用主觀幸福感量表、盤斯心情量表（POMS）和復癒知覺量表（PRS）及半結構式質性訪談。本研究共收集有效樣本30份，研究結果發現大學生沉浸於校園休閒綠地後其負面情緒減少且正面情緒提升。質性研究結果統整發現大學生對於校園休閒綠地的環境感知與恢復性環境的四大特徵相互呼應。本研究結果可提供相關單位於校園綠地環境規劃及管理參考。[[abstract]]During their college years, students have to explore themselves and grow independently. Faced with various challenges, many college students experience issues such as depression, anxiety, and mental health problems. Previous studies have found that exposure to natural environments helps individuals release stress, improve mental health, and restore attention. Students can utilize campus green spaces to relieve stress and engage in leisure activities. However, limited studies have investigated the effects of campus leisure green spaces on students' mental health. Therefore, this study aims to explore the influence of campus leisure green spaces on the mental health of college students and its influencing factors. The study recruited 30 college students and took place in a healing-oriented landscape garden within a university in Taipei City. A pretest-posttest design was used, and the scales employed included Subjective Well-Being Scales, the Profile of Mood States (POMS), the Perceived Restorativeness Scale (PRS), and semi-structured qualitative interviews. A total of 30 valid samples were collected. The results showed that college students experienced a reduction in negative emotions and an increase in positive emotions after immersing themselves in campus leisure green spaces. The qualitative research findings revealed that students' perceptions of campus leisure green spaces corresponded with the four characteristics of a restorative environment. These results can serve as a reference for organizations regarding campus green space planning and management