| 英文摘要： | This study used a trans-theoretical model of behavioral change and evaluated a healthself-management program. The teaching strategy of intergenerational learning was integrated into amulticultural healthy aging curriculum, and immediate learning and delay effects were evaluated. Intotal, 35 college students studied an elective course on elder health care. The research designcombined qualitative and quantitative methods, adopting a single group for pretest, posttest, andfollow-up and performing co-inspection of qualitative data of observation records and students’reflective reports to explore the learning process and effects. The results demonstrated thatmultiple-creative teaching strategies in a healthy aging course had a mostly positive and significanteffect on students’ health knowledge, attitudes, and health behaviors. After a year, positive resultsfor health knowledge, attitudes, and behaviors were not only sustained but increased. In addition tostudents’ suggestions on how to increase intergenerational interaction, this study providessuggestions for subsequent course and research design. |
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