第五章 結論與建議
第二節 建議…
第一節 結論
本節依據研究目的與結果如下。
一、 完成國中用藥素養教育課程兩單元及教材發展。
二、 用藥素養教育介入能顯著提升學生用藥知識。
三、 用藥素養教育介入能顯著提升學生用藥態度。
四、 用藥素養教育介入能顯著提升學生用藥效能。
五、 用藥素養教育介入能顯著提升學生用藥素養。
第二節 建議
依據研究結果，分別對於用藥安全政策、用藥課程設計二部分提出 建議。
一、 用藥安全政策
用藥安全政策可能會隨著時間而有所更動，以藥物回收政策為例，
現今已改為過期藥物經妥善分類與處理後，有部分是可以直接丟垃圾車 處理，因此建議在校園推動用藥安全時，須注意用藥安全政策內容的變 動，並於校園教師進行師資培訓課程，以期讓更多師生了解。
二、 用藥教育介入
(一) 切合學生日常生活經驗
課程舉例須符合學生用藥經驗，以「止痛藥、退燒藥、胃腸藥、感 冒藥、抗生素、抗組織胺藥、咳嗽化痰藥」為主，較易引起學生共鳴，
也可核對自己的用藥問題，此外，也需了解學生的先備知識，減少專有 名詞出現，例如：「適應症」應以「用途」一詞作為替代。
(二) 增加親子共學活動設計
可再增加親子共學活動設計，讓學生將所學分享給家中成員，利用 居家健檢延伸活動，讓學生可實際操作在學校所學的內容，能更加深延 宕效果。
(三) 融入現行用藥安全課程
建議未來可將此課程教材融入現行校園用藥教育介入，提升學生用 藥素養。
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許麗燕（2012）。社區民眾用藥知識、態度和行為之相關因素探討。長 榮大學，Available from Airiti AiritiLibrary database。
陳嘉民、陳秋媛、陳學漪、辜美安（2017）。對感冒糖漿之認知與用藥
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附錄一 學生用藥知識、態度、效能、素養調查問卷
附錄一 學生用藥知識、態度、效能、素養調查問卷（續 2）
附錄一 學生用藥知識、態度、效能、素養調查問卷（續 3）
附錄一 學生用藥知識、態度、效能、素養調查問卷（續 4）
附錄一 學生用藥知識、態度、效能、素養調查問卷（續 5）
附錄一 學生用藥知識、態度、效能、素養調查問卷（續 6）
附錄一 學生用藥知識、態度、效能、素養調查問卷（續 7）
附錄一 學生用藥知識、態度、效能、素養調查問卷（續 8）
附錄二 教學活動課程教案
2.情境化、脈
問題五：家中過期藥品都會如何處理?
紅膠。
附錄三 課程簡報檔
投影片 1 投影片 2
投影片 3 投影片 4
附錄三 課程簡報檔（續 2）
投影片 5 投影片 6
投影片 7 投影片 8
投影片 9 投影片 10
附錄三 課程簡報檔（續 3）
投影片 11 投影片 12
投影片 13 投影片 14
投影片 15 投影片 16
附錄三 課程簡報檔（續 4）
投影片 17 投影片 18
投影片 19 投影片 20
投影片 21 投影片 22
附錄三 課程簡報檔（續 5）
投影片 23 投影片 24
投影片 25 投影片 26
投影片 27 投影片 28
附錄四「生活藥加分」分組討論單
附錄五 學習手冊
附錄六 課程投影片對應學習手冊內容
附錄六 課程投影片對應學習手冊內容（續 2）
學習手冊 p4 對應投影片內容
對應課程投影片 p20-p22，講述家中的藥品該怎麼保 存才是正確的，投影片裡採用家中常見的保存地 點，除能讓學生印象深刻外，也讓學生藉由學習手 冊填寫，了解為什麼不可以放在廚房、飲水機旁的 原因。
學習手冊 p5 對應投影片內容
對應課程投影片 p23-p24，講述藥品開封之後的保 存，並不是如大家所想像的可以直接放到有效期 限，學習手冊上有標示了各式型態的藥品外觀，學 生須根據老師所教導的內容填上正確答案。
學習手冊 p6 對應投影片內容
對應課程投影片 p25-p29，以及教師自製教具講述藥 品過期時該怎麼處理最正確，學生可再利用學習手 冊再複習所學。
附錄七 「我藥放好」棋盤（學生分組作品）
附錄八 棋盤教具中的用藥觀念（範例）
附錄九 課後回饋單