運用社會認知課程對計程車司機失智症知識、態度與友善服務行為之成效研究

Abstract

本研究為運用社會認知理論(Social Cognitive Theory, SCT)作為本研究之基礎，以SCT理論提到的環境、個人、行為與自我效能等重要概念，自編社會認知課程教案進行介入性研究，探討此介入課程對研究對象在失智症知識、態度與友善服務行為所產生的成效。本研究為兩組重複測量之類實驗研究設計，評值八週16小時之失智社會認知課程介入對計程車司機在失智症知識、態度與友善服務行為的影響。採立意取樣以北部某計程車大車隊共73位計程車司機為研究對象，實驗組35位接受課程介入，對照組38位則無介入措施。本研究課程單元為失智症的識能能力、同理反應能力、溝通能力與關懷行動能力等四大主題，課程內容包括：講授方式提升知識、失智症者或照顧者現身說法增加自我效能、失智症防治桌遊方式提供價值澄清與群體效能、VR虛擬情境演練增強行為與結果期望，以及建構支持性的環境等介入策略。本研究對象於課程介入前實施前、完成八週課程當下、課程後第4週及第12週進行四次的資料收集，以廣義估計方程式(Generalized Estimating Equation,GEE)分析本研究之立即效果與延宕效果。研究結果顯示，在接受八週社會認知課程訓練後，實驗組在失智症知識與態度面向比起對照組都有顯著的提升，且介入的成效在八週課程結束後之12週後仍具有延宕效果。在行為面向，研究結果顯示二組是有顯著性差異，此課程介入對實驗組有提升失智友善服務行為之成效。本研究建議進行失智症相關研究調查時，儘量避開每年九月份之國際失智症月，以減少環境干擾因子之影響。本研究結果可作為未來我國公共運輸業及職場推動失智友善場域議題之政策與實務訓練策略上的參考依據。

This study used Social Cognitive Theory (SCT) as the basis of the research, employing important concepts mentioned in SCT theory such as environment, individual, behavior, and self-efficacy. Social cognition course teaching plans were compiled to conduct interventional research, aiming to explore the effectiveness of this intervention course on the research subjects' dementia knowledge, attitudes, and friendly service behaviors.The study was a two-group repeated measurement experimental research design aimed at evaluating the impact of an 8-week, 16-hour dementia social cognition course intervention on taxi drivers’ dementia knowledge, attitudes, and friendly service behaviors. A total of 73 taxi drivers from a large taxi fleet in the north were selected as the research subjects through purposive sampling. In the experimental group, 35 people received thecourse intervention, while 38 people in the control group received no intervention measures. The research course unit covered the four major themes of dementia awareness, empathy, communication, and caring action. The course content included teaching methods to improve knowledge, experiences of people with dementia or caregivers to increase self-efficacy, the board game approach to dementia prevention and treatment providing intervention strategies such as value clarification and group efficacy, VR virtual situation exercises to enhance behavior and outcome expectations, and the construction of a supportive environment.The research subjects collected data four times, including baseline without the implementation of the course intervention, after completing the 8-week course, and at the 4th and 12th weeks after the course. The generalized estimating equation (GEE) was used to analyze the data of this study to reveal the immediate and delayed effects. The results of the study showed that after receiving an 8-week social cognition course training, the experimental group's knowledge and attitudes about dementia were significantly improved compared to the control group, and the effectiveness of the intervention was still observed 12 weeks after the end of the 8-week course. These results indicated a delaying and lasting effect. In terms of behavior, the research results showed a significant difference between the two groups. This course intervention had the effect of improving dementia-friendly service behaviors in the experimental group.The study recommended that when conducting dementia-related research surveys, one should try to avoid the International Dementia Month in September every year to reduce the impact of environmental interference factors. The results of this study could be used as a reference for future policies and practical training strategies for my country's public transportation industry and workplace to promote dementia-friendly field issues.