背景與目的：大學生常有個別化且多面向之生活型態困擾，並缺乏改變生活安排的勝任。然而目前缺乏易推廣且有效之介入方案。因此，本研究結合生活型態再設計團體介入策略，及行動計畫技巧，並設計為遠距團體課程形式。研究目的為探討本課程之可行性與成效。

研究方法：本研究使用混合研究法。參與者為成功大學學生，實驗組為選修110 學年第二學期「職能與健康促進」課程之學生，課程為八週、每節課100 分鐘之生活型態遠距實作課程，控制組則為與生活型態無關之通識課程。課程可行性探討分為，以招募人數與課前後修課動機調查來了解參與者之需求，以出席率、滿意度問卷及團體回饋了解對於課程之整體接受度，以問卷及課堂小組討論了解遠距形式之接受度。課程成效以雙組之準實驗、前後測與追蹤測試的設計。以電子問卷收集量性成效，包括「改變生活安排的勝任」為主要成效，次要成效包含「職能平衡」、「自覺健康」與「安適感」。並透過課堂小組討論搜集質性回饋。量性資料以描述性統計、無母數檢定及雙因子重複施測變異數分析。質性資料採內容分析法對照詮釋。

研究結果：共有41 位大學生選修實驗組課程，其中40 位學生同意量性分析，36 位同意質性分析。本課程在需求面、整體接受度及遠距接受度有良好的可行性。後測時，控制組（n=23）較實驗組（n=39）年級低。追蹤測試時，控制組（n=10）與實驗組（n=24）在背景變項無顯著差異。課程結束立即之成效包含提升大學生改變生活安排之技能與自我效能、職能平衡、自覺健康及感到有活力之安適感。質性回饋亦支持知識與態度之提升，並且學生有個別化的生活改變。改變生活安排之技能與自我效能及職能平衡之效果維持至兩個月後。並且，實驗組與控制組在職能平衡分數隨時間有顯著的交互作用。

討論與結論：本遠距生活型態課程可有效培養大學生改變生活安排之技能與自我效能，並促進職能平衡及生活實質改變。建議未來研究可追蹤課程對於健康與安適之長期成效，以及此內容模組化以便推廣。

College students frequently have lifestyle-related issues that negatively affect their health and well-being. This study aims to investigate the feasibility and effectiveness of a tele-health occupation-based lifestyle course.

A mixed-method design was used. Participants were recruited from university credit courses. Experimental group participated in the tele-health lifestyle course. Control group participated in a course not related to lifestyle. Feasibility of demand, overall acceptability, and tele-health delivery was investigated. Effectiveness was examined with two-group, pre-post and follow-up test design. Competence in lifestyle change, occupational balance, perceived-health status and psychological well-being were measured through online questionnaires. Descriptive analysis, non-parametric tests and two-way repeated measures
ANOVA was used. Content analysis was applied to analyze class discussion and written reports.

Forty (97.6%) students in the experimental group agreed for quantitative analysis, 36 (87.8%) agreed for qualitative analysis. The course was feasible in demand, overall acceptability and tele-health delivery. Control group (n=23) had more freshman and sophomore than experimental group (n=39). At follow-up, there were no difference in demographics between 2 groups. Improvements in competence of lifestyle change, occupational balance, perceived-health, and vitality, and changes in health behavior were observed. Progress in skills and self-efficacy for lifestyle change and occupational balance maintained after 2-months. Interaction between group and time was observed in occupational balance. Future studies to investigate the long-term effect on health and well-being, and to refine the modules were recommended.

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