臺灣學前教育師資生健康素養現況與影響因素之研究：以HLS-SF12為基礎的橫斷面分析

A Study of the Current Status of Health Literacy and Its Influencing Factors Among Pre-Service Early Childhood Education Teachers in Taiwan: A Cross-Sectional Study Based on the HLS-SF12

本研究旨在探討臺灣地區學前教育師資生的健康素養現況與其影響因素，並評估高等教育制度對健康素養發展的支持程度。研究採用健康素養短版量表（Short Form Health Literacy Survey 12, HLS-SF12）調查304位師資生，並結合描述統計與多元線性迴歸進行分析。結果顯示，樣本健康素養總指數平均得分為36.46（SD =8.29），高於臨界值33，顯示受試者具備基本的健康資訊理解與應用能力，惟在批判性與行動性素養方面表現相對不足。在背景變項中，唯一具統計顯著性的預測因子為「是否修習用藥教育課程」（β = 0.21，t = 3.48，p < .001），反映課程參與對健康素養表現具顯著影響；其餘變項，例如性別、年齡、升學背景與家庭社經因素，則未達顯著差異。整體迴歸模型解釋力為5.5%，顯示制度與環境因素仍為主要關鍵。結合健康素養與可近性優化原則（Optimising Health Literacy and Access principles, Ophelia），本研究發展問題導向教案模組的建議，該模組目前仍處於構想與設計階段，可作為後續課程實踐與政策推動之參考依據，具在地性與實務導向，能有效彌補社經差異、促進素養提升。建議高等教育機構強化結構化課程設計與現場支持機制，將健康素養納入師資培育核心，以實現政策落實與素養轉化的雙重目標。

This study aimed to examine the current status of health literacy among pre-service early childhood education teachers in Taiwan and to assess the extent to which higher education had supported the development of health literacy. A total of 304 participants completed the HLS-SF12 scale, and data were analyzed using descriptive statistics and multiple linear regression. The results revealed that the average health literacy index was 36.46 (SD = 8.29), exceeding the critical threshold of 33, indicating that the participants possessed basic abilities to understand and apply health information. However, deficiencies were noted in critical and action-oriented literacy dimensions. Among the background variables, the only statistically significant predictor was “completion of a medication education course” (β = 0.21, t = 3.48, p < .001), reflecting the substantial impact of course participation on health literacy performance. Other variables such as gender, age, academic background, and socioeconomic status showed no significant effects. The overall model explained 5.5% of the variance, suggesting that institutional and environmental factors remained central determinants. In line with the Ophelia Principles, this study developed locally contextualized, practice-oriented teaching modules based on the identified challenges in the scale results. These modules were designed to address socioeconomic disparities and enhance health literacy. It was recommended that higher education institutions strengthen structured curriculum design and on-site support mechanisms, integrating health literacy into core teacher training programs to fulfill both policy implementation and the practical transformation of health literacy skills.