研究背景：人們對精神疾病的不了解或負面態度將影響精神病人與全民之健康，尤其專業人員的態度將影響醫療照顧品質，改善大學護理系學生對精神疾病的負面態度將可能提升其踏入精神專業領域的意願。
研究目的：探討以復元病友為師課程對大學護理系學生於精神健康識能、精神疾病態度及社會距離的影響，並了解參與此課程的學生與復元病友之接觸經驗。
研究方法：本研究資料取自林靜蘭博士之科技部研究計畫（109-2511-H-006-008-MY2），採類實驗研究設計合併質性研究，方便取樣選取大學護理系學生為研究對象，實驗組參與融入「以復元病友為師」的精神衛生護理課程，對照組參與傳統精神衛生護理課程。研究工具包含基本資料問卷、精神健康識能、精神疾病態度及社會距離等量表，於介入前、後及半年後進行問卷評量，並於介入後以內容分析法探究實驗組學生所撰寫的對於課程內復元病友為師的經驗與看法。
結果：共納入52位學生（實驗組29人與對照組23人），兩組在基本資料上並無統計上的顯著差異，皆以女性、佛道教、無與精神病人接觸或同住經驗、無精神方面的困擾為多數。相比傳統精神衛生護理課程，在參與融入以復元病友為師的精神衛生護理課程後，思覺失調症識能有立即與持續的改善效果，且在常見精神疾病官能症識能介入後的改善效果具有持續性，並歸納出學生的參與經驗：「改變對精神病人的想法與態度」、「縮短與精神病人的距離」、「看見復元更多樣貌」及「促進自我反思與成長」。
討論與結論：大學護理系學生經過精神衛生護理課程後，能顯著改善憂鬱症識能，在思覺失調症識能、常見精神疾病官能症識能、與思覺失調症距離、對精神疾病態度、復元信念等面向也可有所改善。以接觸為基礎的教育方案為目前反精神疾病烙印介入方案的趨勢，本研究提供復元病友與學生進行多次且長時間的優質接觸（每單元2小時，10單元共20小時），打破過去僅單向分享經驗的模式，使雙方有更多互動與接觸機會，發現學生在思覺失調症識能能具有立即與持續的改善效果。期望後續研究與教案發展能具更多元的優質互動方式，提供復元病友與學生走出病室或課堂，實際在生活中展現復元價值。

This study examined the effects of recovery patients as educators (RPE) course upon mental health literacy, attitude toward mental illness and social distance among undergraduate nursing students. The experience of student participating in the courses and encountering with recovery patients were also explored. A quasi-experimental design combining with qualitative design was conducted with undergraduate nursing students through convenience sampling. Experimental group(n=29) participated in the psychiatric nursing combined with the RPE course, and control group(n=23) participated in general psychiatric nursing course. Instruments included basic demography, mental health literacy, attitude toward mental illness and social distance scale. The questionnaires were conducted pre-test, post-test, and follow-up after six months. 52 students were included finally. There was no statistically significant difference in demography between the two groups. The majority of the two groups were female, Buddhist or Taoist, no experience of contacting or living with people with mental illness, and no mental distress. Compared with the traditional mental health nursing course, after participating in RPE course, the knowledge of schizophrenia had an immediate and continuous improvement effect. The effect of the knowledge of common mental disorders was sustainable. Contact-based interventional programs are the current trend against mental illness stigma. This study provided multiple and long-term high-quality contacts between recovered patients and students (2 hours per unit, 20 hours in total). The follow-up research is supposed to have more diversified and high-quality interactive methods.

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