研究背景：發燒是父母居家照護孩子常需要處置的症狀。給予父母情境模擬教育並評值居家處置兒童發燒的成效，對居家照護而言是必須的。
研究目的：1. 發展父母處置兒童發燒的情境模擬教育計畫；2. 評價情境模擬教育對父母發燒處置訊息、動機、行為技能、處理行為與焦慮的短期及長期效應。
研究方法：以叢集取樣方式選取高雄市托兒所及幼稚園之三個月至五歲兒童的父母為對象，予以隨機分派為實驗組與控制組各80人。實驗組給予情境模擬教育及發燒衛教手冊，控制組僅給予發燒衛教手冊。兩組衛教前均給予發燒處置訊息、動機、行為技能、處理行為與焦慮程度之前測，衛教後當日(處置行為與焦慮程度除外)、6個月及12個月給予後測。
結果：比較，實驗組與控制組之發燒處置訊息、動機、行為技能、處理行為及發燒情境焦慮，在接受介入性措施後當日、6個月、12個月後均有統計上的顯著差異(p < .001)。實驗組在接受介入性措施後當日、6個月、12個月的訊息、動機及行為技能之後測平均分數均顯著高於前測，達統計之顯著差異（p < .001）；處理行為於6個月、12個月後測分數也顯著高於前測，發燒情境焦慮於6個月、12個月後測分數顯著低於前測，達統計顯著差異（p < .001），顯示實驗組在訊息、行為技能、處理行為及發燒情境焦慮上均具有保留的效果。控制組在接受介入性措施後當日、6個月、12個月的訊息、行為技能後測分數均顯著高於前測，達統計顯著差異（p < .001），發燒情境焦慮於6個月、12個月後測分數顯著低於前測，達統計顯著差異（p < .001），控制組在訊息及發燒情境焦慮具有保留的效果。以廣義估計方程式分析介入措施的成效，後測評估的結果，二組在發燒訊息、動機、行為技能、處理行為及焦慮程度均有進步，但是，實驗組隨著時間進步的幅度顯著優於控制組(p < .01)。
結論：情境模擬教育的方式相較於發燒衛教手冊更能增進父母的發燒處置訊息、動機、行為技能與處置行為，並減少焦慮程度。此教育模式可提供以社區為基礎之兒童發燒教育，以增進父母或主要照顧者的知識與行為技能，減低其焦慮程度，提升其居家處置兒童發燒的能力。

Background: Most parents do not know the definition of fever, its effect, or its management. This study assesses the long-term effects of simulation-based education on information, motivation, behavioral skills, and behaviors related to parental fever management in Taiwan.Methods: Cluster random sampling was used to recruit parents with children aged from 3-months to 5-years of age who are attending kindergartens in Kaohsiung, Taiwan. A total of 160 parents were randomly assigned into experimental (EP) and control (CP) groups equally. Parents in the EP group received a simulation-based education with fever education brochures while the CP group only received the brochure. Parental fever information (I), motivation (M), behavioral skills (Bs), and management behaviors (Mb) were collected before the first day, on the first day (except management behaviors), at the 6th month, and 12th month marks post-training with a self-developed instrument based on the Information-Motivation- Behavioral Skills (IMB) model. Results: The results of a GEE analysis indicate that the I, M, Bs, and Mb of all participants had improved at the posttest assessment, with the experiment group showing a significantly better improvement over the control group. Conclusion: Simulation-based education was a better strategy for improving parental information about fever management, motivation, behavioral skills, and management behavior than using the brochure alone. We suggest providing community-based education about childhood fever with scenario simulation method to improve parental information and behavioral skills about childhood fever management and the management of child fevers competently at home.

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