本研究目的在評價自行發展之發燒衛教方案之成效，以訊息－動機－行為技能模式為理論基礎，藉由個別討論式發燒衛教方式，輔以具信效度之衛教手冊，以增進父母居家處理發燒之能力，進而改變其行為。採實驗性研究設計，自94年3月至4月，於台南某一小兒專科診所，共選取133位主訴因發燒而帶3個月至6歲的小兒求診之父母親，以隨機分配法分為實驗組 (n=67) 及控制組 (n=66)，經施予前測後，實驗組接受發燒衛教，控制組則否。之後兩組父母於居家填寫小兒發燒處理記錄卡3天並再次後測，以郵寄方式回收記錄卡及後測問卷。
　　
　　研究結果顯示，實驗組父母之處理發燒訊息、對發燒的態度、判斷發燒處理技能及自我效能得分均顯著高於控制組。於居家處理發燒行為，實驗組父母使用口服及塞劑退燒藥之最低溫度分別較控制組高0.66℃及0.89℃，於使用退燒藥之考量，65.7%實驗組父母以促進孩子舒適為考量，95.8%之控制組則以退燒為考量。52.9%控制組父母親仍會依賴物理退燒法來降溫，實驗組則有80%未使用。衛教介入後，父母親於居家處理小兒發燒的心情緊張度實驗組低於控制組 (2.26對2.94，p < .01)；實驗組較控制組父母用手去感覺小兒是否發燒的頻率低 ( χ 2值40.23，p < .01)；當小兒發燒時，64%的實驗組2-4小時以上測量小兒體溫一次甚至沒有測量，控制組則有70%於1小時內即會測量一次小兒體溫 ( χ 2值25.29，p < .01)。
　　
　　此研究顯示以理論為基礎之個別討論式發燒衛教，能有效增進父母處理發燒訊息、對發燒的態度、判斷發燒處理技能、自我效能及改變居家處理行為，並降低父母面對小兒發燒時的心情緊張度。臨床上，當焦慮的父母帶著發燒的孩子求診時，醫護人員有責任傾聽父母親對小兒發燒的擔憂及害怕，並導正他們過去不當認知及負向態度，以提昇其對小兒發燒的判斷及居家照護處置之能力。

　The purpose of this study was to evaluate the effectiveness of a self-developed fever education program which was based on the Information-Motivation-Behavioral Skills Model. The program consists of individualized assessment and discussion with a colored brochure. The experimental design with two-group pre-test/post-test method was used in this study.
　　
　Parents of children aged from 3 months to 6years who visited a pediatric clinician with chief complain of children’s fever in Tainan city during March to April in 2005 were randomly assigned to the experimental (n=67) or control group (n=66). After the pre-test, parents of the experimental group received the fever education program. Then, both of them had been asked to fill out a “management record” to collect their management behaviors for 3 days when children had fever episode and complete the post-test at home.
　　
　Results showed that the scores of fever management information, attitudes, skills and self-efficacy of the parents in the experimental group were significantly higher than those in the control group. Compared with the control group, the temperature of febrile children were significantly higher in the experimental group when the parents used antipyretics via oral or suppository (0.66℃ higher in oral and 0.89℃ higher in suppository use). There were 65.7% of parents in the experimental group used antipyretics to promote comfort for children; however, the majority of parents in the control group used antipyretic to alleviate temperature. There were 52.9% in the control group still using external cooling to manage fever, while only 20% of the experimental group remained unchanged. After fever education intervention, parents of the experimental group were calmer than those of the control group. There were 67% of parents in experimental group used hand to touch children’ skin for evaluating the temperature, while 77% of the control group did more frequent; 70% of the control group parents took children’s temperature within one hour as only 64% of the experimental group did in a 2 to 4 hourly interval.
　
　The theory-based fever education program showed significant improvement on parents’ information of fever management, attitudes, skills, self-efficacy, and altered fever management behaviors effectively as well as decrease parental anxiety. In clinics, health care professionals have the responsibilities to understand parental worries about fever and to teach advanced fever knowledge and skills to dispel parents’ misconceptions about fever and enhanced fever manage ability at home eventually.

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