物理治療學系學生與特殊需求兒童家長之親職知識

Parenting Knowledge of Physical Therapy Undergraduate Students and Parents of Children with Special Need

李旻璋(Ming-Chang Lee) ； 汪佩蓉(Pei-Jung Wang) ； 廖華芳(Hua-Fang Liao)

《物理治療》 37卷4期 (2012/12) Pp. 320-328

摘要

背景與目的：物理治療學生於兒童物理治療實習時，須根據親職知識，提供家長諮詢與服務、以促進親子互動品質與兒童發展。然而，至今尚無文獻探討即將進入臨床實習的大三物理治療學生之親職知識。本研究乃比較進入臨床實習前物理治療學系三年級學生，其親職知識在小兒物理治療課程前後之改變，及這些學生與特殊兒童之家長間之比較。方法：受事者包括某大學物理治療三年級學生59位及特殊需求兒童之家長26位。以「幼兒發展知識量表」（Knowledge of Infant Development Inventory, 簡稱KIDI）為評估量表，請學生於學期前後填寫KIDI，並以立意取樣方式，請接受物理治療之發展遲緩兒童之家長填寫KIDI，並算出其完全正確率。以配對樣本t檢定比較課程前後KIDI分數之改變，以獨立樣本t檢定比較學生與家長分數有無顯著差別，使用雙尾檢定，p值訂為0.05。結果：學生在小兒物理治療學課程後，其KIDI完全正確率顯著高於課程前。學生課程後KIDI完全正確率也顯著高於家長。結論：小兒物理治療課程有助於提升學生之親職知識。物理治療學生於實習前，其親職知識高於發展遲緩兒童之家長，或可提供家長有關親職知識諮詢與教導。然此僅為一所大學三年級學生之結果，其他學校與四年及學生尚有待研究。

關鍵字

親職 ； 知識 ； 物理治療 ； 學生 ； 發展遲緩 ； 家長

並列摘要

Background and Purpose: Physical Therapy (PT) students need to provide parental education and consultation in clinic practice of pediatric physical therapy to promote the quality of parent-child interaction and developmental outcomes of children. However, there is no research to examine PT students' parenting knowledge. The purpose of the present study was to investigate the change in parenting knowledge for PT students before and after taking the Pediatric PT course, and to examine the differences of parenting knowledge between PT students and parents of infants with developmental delay. Methods: Students of third-year in PT school (n=59) and mothers of infants with developmental delay (n=26) were recruited in this study by intentional sampling method. The Knowledge of Infant Development Inventory (KIDI) was filled out twice by students before and after the first Semester Pediatric PT course and once by mothers. Correct percentage of KIDI Total Scale represents degree of pa renting knowledge. Paired t test was used to compare the change in KIDI Total Scale for students before and after taking the course Independent t test was used to measure the differences in KIDI scores between students and parents (α=0.05; two tailed). Results: After the Pediatric PT course, correct percentage of KIDI Total Scale of PT students was significantly increased (t=3.8, p＜0.001). After taking the course, students had higher KIDI scores than mothers of children with developmental delay (t=3.1 p＜0.01). Conclusions: Taking Pediatric PT course increased students' parenting knowledge. PT students had higher knowledge than mothers of infants with developmental delay before enrolling in clinical practice. It indicated that PT students might be somewhat capable to provide consultation and education for parents of infants with developmental delay during their pediatric section of clinical practice. However, further study is required to examine the parenting knowledge for PT students with the fourth grade and other universities.

並列關鍵字

Parenting ； Knowledge ； Physical therapy ； Students ； Developmental delay ； Parents