研究背景及目的:兒童和青少年的心理健康是全球重要之公共衛生議題，2022年臺灣教育部將「正向心理健康」納入健康促進學校議題，突顯提升學校護理人員心理健康素養重要性。目前國內尚無已發表學校護理人員心理健康素養的相關研究，因此本研究旨在探討其現況及相關影響因子，以作為未來發展教育訓練方案的參考依據。研究方法: 本研究採用橫斷性研究設計，透過社群媒體招募現職於公私立大專院校、高中職、國中及國小學校護理人員，以問卷進行調查，共收集心理健康素養、心理健康與社會人口學516份有效問卷，運用描述性統計、皮爾森積差相關分析、獨立樣本t檢定、單因子變異數分析和迴歸方法進行分析。研究結果:學校護理人員整體心理健康素養得分呈中上程度104.54分(SD=10.52)。心理健康素養五面向間皆呈顯著正相關(p<.05)。階層迴歸顯示，心理健康素養與下列幾個因素之間有顯著關聯：年齡(β=.17，p=.012)、過去有精神科經驗(β=.14，p=.001)、佛教、道教及民間信仰(β=.13，p=.004)、教育程度碩士(含)以上(β=.12，p=.005)及服務於非直轄市學校(β=-.10，p=.017)。除了精神疾病的辨識與認識之心理健康素養面向外，憂鬱狀態對其餘心理健康素養四面向，皆有顯著關聯性 (p<.05)，其中「憂鬱狀態」對於「維持與促進心理健康」面向關聯性最為顯著(β=-.60，p<.001)，可解釋其35.6%的變異量。研究結論: 研究結果支持發展整合性的學校護理人員培訓方案，結合正向心理健康策略與直接社會接觸介入的心理健康素養課程，以提升對學生心理健康需求回應能力，發揮公共衛生重要角色。本研究為發展教育訓練方案提供實證依據，對推動學生心理健康促進方案具有重要意涵。

Background and Aims:The mental health of children and adolescents represents a critical global public health concern. In 2022, the Ministry of Education in Taiwan incorporated "positive mental health" into the Health Promoting School initiative, emphasizing the significance of enhancing mental health literacy among school nurses. Currently, there is a paucity of published research examining mental health literacy among school nurses in Taiwan. Therefore, this study aims to investigate the current status of mental health literacy among school nurses and its associated factors, providing an evidence base for the future development of educational training programs.Methods:This study employed a cross-sectional research design, recruiting currently employed school nurses from public and private institutions, including colleges/universities, senior high schools, vocational schools, junior high schools, and elementary schools through social media platforms. Data were collected via questionnaires assessing mental health literacy, mental health status, and socio-demographic characteristics. A total of 516 valid questionnaires were obtained. Statistical analyses included descriptive statistics, Pearson's correlation coefficient, independent samples t-test, one-way analysis of variance (ANOVA), and regression analyses.Results: School nurses demonstrated a moderately high overall mental health literacy score of 104.54 (SD=10.52). Significant positive correlations were observed among all five dimensions of mental health literacy (p<.05). Hierarchical regression analysis revealed significant associations between mental health literacy and several factors: age (β=.17, p=.012), previous psychiatric experience (β=.14, p=.001), religious affiliation with Buddhism, Taoism, or folk beliefs (β=.13, p=.004), educational attainment of master's degree or above (β=.12, p=.005), and employment in non-metropolitan schools (β=-.10, p=.017). Depressive state showed significant associations with four dimensions of mental health literacy (p<.05), except for the dimension of "recognition and knowledge of mental illness." The strongest association was observed between depressive state and the "maintenance and promotion of mental health" dimension (β=-.60, p<.001), accounting for 35.6% of the variance.Conclusions: The research findings support the development of a comprehensive training program for school nurses that integrates positive mental health strategies with mental health literacy curriculum incorporating direct social contact interventions. This aims to enhance their responsiveness to students' mental health needs and fulfill their vital public health role. This study provides empirical evidence for developing educational training programs and has significant implications for advancing student mental health promotion initiatives.

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