氣喘目前是學童最常見的慢性病，且有日趨嚴重之勢，它不僅困擾學生的生活與學習，亦影響其家人。欲完善解決此項學生健康問題，除了加強醫學與流行病學的研究、增進氣喘學生的自我照護能力外，氣喘學生周圍經常接觸的成人之照護能力亦不可忽視。因此，本研究的目的主要是探討國中教師與校護照護氣喘學生的相關知識、態度與效能的現況及其相關因素。
本研究採橫斷式調查法，兩個母群體分別為八十七學年度台北市公、私立國中一年級普通班導師與學校護士，經抽樣後以研究者自編之結構問卷為工具進行施測，得有效問卷分別為308份與44份。資料以百分比、平均值、t考驗、單因子變異數分析、積差相關與逐步迴歸等方法進行分析。
本研究的重要結果如下：
一、74.2%的導師在擔任過的導師班中曾有氣喘學生。
二、14.1%的導師與88.6%的校護曾經處理過學生氣喘發作。
三、39所校護的樣本學校中，有「訂定照護氣喘學生的整體性方案」與「建立氣喘學生個人的照護計畫」者分別 都只有15.4%。
四、導師的氣喘知識得分為10.2(滿分25)，校護則為23.0(滿分34)；若就平均答對率而言，校護(67.9%)顯著高於導 師(41.0%)。
五、導師與校護對於照護氣喘學生均持正向的態度，兩者間無顯著差異。
六、校護照護氣喘學生的自我效能在中度之上，導師則在中度以下，且顯著低於校護。
七、不論導師或校護，氣喘知識、照護氣喘學生的態度與自我效能兩兩之間均存在顯著的正相關。
八、「處理親友氣喘發作的經驗」、「罹患過敏病的種類數」、「曾經仔細看過他人恰當處理氣喘發作」及「擔 任教師的年資」是導師氣喘知識的最佳預測變項。
九、「年齡」與「擔任過的導師班中曾有氣喘學生」是導師照護氣喘學生態度的最佳預測變項。
十、「恰當處理親友氣喘發作的經驗」與「性別」是導師照護氣喘學生自我效能的最佳預測變項。
研究最後並對未來有關氣喘學生照護工作的實務、研究與相關教育介入提出建議。

This study aimed mainly to explore the level of knowledge, attitude, self-efficacy and their related factors concerning taking care of students with asthma among teachers and school nurses.
The method adopted in this study was cross-sectional survey. Each of the 308 first-year class teachers (CTs) and 44 school nurses (SNs) coming from both public and private junior high schools in Taipei City finished a structured questionnaire during the school year 1998-99. Percentage, mean, t-test, one-way ANOVA, Pearson product-moment correlation and stepwise regression were utilized to analyze the data.
The main findings of this study were as follows:
1. 74.2% of CTs had or had ever had an asthmatic student in their classes.
2. 14.1% of CTs and 88.6% of SNs had ever been called upon to manage an asthma attack.
3. Among 39 schools that 44 SNs came from, only 15.4% had established a comprehensive program for caring asthmatic students and 15.4% had built individual management plans for asthmatics.
4. The mean asthma knowledge score was 10.2 out of a possible 25 in CTs, and 23.0 out of a possible 34 in SNs. The mean correct response rate of SNs (67.9%) was significantly higher than that of CTs (41.0%).
5. Both CTs' and SNs' attitudes toward caring asthmatic students were positive, and there was no significant difference between them.
6. SNs' self-efficacy toward caring asthmatic students was over moderate degree, but CTs' was under. The former was significantly higher than the latter.
7. Among knowledge, attitude and self-efficacy, there existed positive correlation between any of the two for both CTs and SNs.
8. The experience of managing relatives' or friends' asthma attacks, number of allergies suffered, the experience of carefully observing others' appropriate management of asthma attacks and number of years as a teacher were the best predictors of CTs' asthma knowledge.
9. CT's Age and if the CT had ever had an asthmatic student in the class were the best predictors of CTs' attitude toward caring asthmatic students.
10. The experience of appropriately managing relatives' or friends' asthma attacks and CT's gender were the best predictors of CTs' self-efficacy toward caring asthmatic students.
Recommendations about the practice of caring asthmatic students, related researches and educational interventions in the future for both CTs and SNs are brought up at the end of this thesis.

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