促進社區民眾健走行為計畫之成效

Effectiveness of Promoting Walking Behavior for Community Residents

林莉茹(Li-Ju Lin) ； 李蘭(Lee-Lan Yen) ； 黃瓊華(Chun-Hwa Huang) ； 古乃先(Nai-Hsien Ku) ； 張奕涵(Yi-Han Chang)

《台灣公共衛生雜誌》 28卷2期 (2009/04) Pp. 115-123

https://doi.org/10.6288/TJPH2009-28-02-04

摘要

目標：促進社區民眾之健走行為，並評量計畫執行後之成效。方法：台北市某健康服務中心為促進社區民眾健走行為，立意選取台北市某一行政區內的四個社區進行實驗計畫。其中，兩個社區分別視為「增強組」（36人）或「觀摩組」（39人）；另外兩個社區則視為「自學組」（42人），亦即實驗計畫中所謂的「對照組」。介入活動之執行期間為六個月，增強組（獎勵持續執行健走行為者）和觀摩組（模仿並執行講師示範的健走行為）之介入策略係參考社會認知理論設計；自學組之介入策略是傳統寄發衛教單張的做法。為評量計畫執行後之成效，研究者利用自行設計的問卷，於介入策略執行前與執行後，分別收集「前測」與「後測」資料。將每位參與民眾的前測與後測資料連結後，進行資料分析。結果：促進社區民眾健走行為計畫執行後，三組民眾之健走行為，不論以「每週健走次數」、「每週健走量」或「健走的行為階段」為衡量指標，均比計畫執行前顯著增加或變好。控制其他影響因素後，不論是「每週健走次數」、「每週健走量」或「健走的行為階段」，均呈現「增強組」及「觀摩組」顯著優於「自學組」的結果。結論：由地方衛生機關執行之促進社區民眾健走行為計畫是有效的，而且應用社會認知理論所設計的增強及觀摩介入策略，均顯著優於傳統的自學方式。

關鍵字

健走 ； 社區 ； 介入 ； 社會認知理論

並列摘要

Objectives: The study evaluated the effectiveness of walking intervention programs for community residents. Methods: Residents from four communities in a district of Taipei city were included in this study. One community was assigned to ”reinforcement group” (n=36), another was assigned to ”observing-learning group” (n=39), the other two communities were assigned to ”self-learning group” (n=42). For six months these three groups received the following intervention strategies: (1) the ”reinforcement group” residents were rewarded for walking behavior according to their performance, (2) the ”observing-learning group” observed and imitated demonstrations by the lecturers; (3) the ”self-learning group” received written materials. Data was collected before and after the intervention through a questionnaire developed by researchers. Results: At the end of the intervention program all three groups had improved their walking behavior in terms of frequency of weekly walking, time spent in weekly walking, and the stage of walking behavior. After controlling for other factors, the ”reinforcement group” and the ”observation-learning group” increased the frequency of weekly walking, time spent in weekly walking, and the stage of walking behavior, more than the ”self-learning group”. Conclusions: It is feasible for local public health centers to assist community groups to set up a walking intervention program. Intervention strategies designed by the application of social cognitive theory are superior to self-learning.

並列關鍵字

walking ； community ； intervention ； social cognitive theory

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