樂齡學習中心學員參與健康促進課程對其健康信念與行為之影響：以高血壓課程為例   免費試閱

Effects of Elderly Learning Center Participants in Elderly Health Promotion Programs on Their Healthy Beliefs and Behaviors: A Case Study of Hypertension Programs

本研究以樂齡學習中心之中高齡學員參與樂齡高血壓健康促進課程為研究對象，採準實驗設計為研究法設計規劃樂齡高血壓健康促進課程，並研擬健康信念與行為改變問卷、高血壓學理與血壓測量技術評量表，以評估獲得中高齡學員參與樂齡健康促進課程前、後產生健康信念與行為改變情形之量化結果。
研究結果發現：一、不同背景的中高齡學員之健康信念與行為差異狀況：（一）女性學員之高血壓健康信念與行為較佳；（二）教育程度與高血壓健康信念與行為無關，但高教育程度有助於學習；（三）罹患高血壓慢性疾病時間愈久，愈需要提升高血壓健康信念與行為；（四）生活習慣優者，高血壓健康信念與行為較佳。二、中高齡學員參與樂齡健康促進課程之健康信念與行為改變情形：（一）樂齡健康促進課程可增進健康信念與行為，扮演好健康促進的角色；（二）樂齡健康識能可促使中高齡者健康自主性，建立新健康價值觀；（三）樂齡健康促進學習可促使中高齡者健康老化。最後，針對樂齡教育機構、中高齡者及未來研究提出具體建議。

In this study, among the elderly Learning Center Participants in elderly Hypertension Health Promotion programs. The Quasi-Experimental design method was designed to study the Elderly Hypertension Health Promotion programs and to develop a questionnaire on health beliefs and behavior changes, Hypertension and Blood Pressure Measurement, to assess the quantitative results of cases where healthy beliefs and behavioral changes were generated before and after participation of the middle-age and elderly students in the Elderly Health Promotion Program.
The results showed that 1. the health beliefs and behaviors of the middleage and elderly students in different backgrounds were as follows: (1) The female students of hypertension health beliefs and behavior is better. (2) Education level and hypertension health beliefs and behavior is not related, but the high degree of education to help learn. (3) The longer the time of suffering from chronic diseases of Hypertension, improve the health of Hypertension beliefs and behavior. (4) Excellent habits of hypertension health beliefs and behavior is better. 2. Healthy beliefs and behavior changes in the middle-age and elderly students participating in the Elderly Health Promotion Program: (1) The elderly health promotion programs can enhance health beliefs and behavior; play a good role in health promotion. (2) The elderly health literacy can promote the health of the elderly and autonomy, the establishment of new health values. (3) The elderly health promotion learning can promote the middle-age and elderly students healthy aging. Finally, specific recommendations are made for elderly educational institutions, the middle-age and elderly, future research.