摘要
本研究主要目的在發展「社會支持與充能效果教學模組」，並進一步探討教育介入之成效。教育內容的設計乃依據行為科學之社會認知理論、社會支持策略、健康信念模式、行為改變階段理論，並結合充能理念發展而成。
本研究採「單組前測、後測之實驗設計」，以現有的社區糖尿病患作為實驗對象來源，立意取樣台北市石牌地區吉慶里和石牌里之糖尿病患者，共49位為實驗對象。實驗組在教育介入之前一週進行前測，並接受四週的糖尿病教育介入計畫，於教育介入之後一週進行後測，以瞭解教育介入的效果。前後測問卷一致者為34人，其中有24人參與完整課程。為考慮研究設計之嚴謹性，因此於實驗對象實施後測之同時，選取相鄰之奇岩里和東華里現有的糖尿病個案進行後測，作為對照資料，來做進一步的分析比較。
本研究所得的重要結果如下：
一、 「社會支持與充能效果教學模組」之後，實驗組糖尿病患者的「社會支持」後測得分高於前測且達顯著差異。
二、 「社會支持與充能效果教學模組」之後，實驗組糖尿病患者的「充能效果」後測得分高於前測且達顯著差異；同時實驗組糖尿病患者的「掌控力」、「自我效能」和「自我照顧行為」後測得分高於前測且達顯著差異。
三、 「社會支持與充能效果教學模組」之後， 實驗組之「社會支持」和「充能效果」之後測得分高於對照組且有顯著差異。
根據本研究結果，結合社會認知理論、社會支持、健康信念模式、行為改變階段模式與充能理念於「社會支持與充能效果教學模組」，能有效的提升糖尿病患者的「社會支持」和「充能效果」，可見於以「全人」的充能觀點來教育，增進患者對社區生活資源的利用，且此具理論背景和策略之介入計畫，是具有效果的。建議在未來相關研究的推動上，考慮病患的心理社會和生活環境層面，有效結合生活資源和醫療服務，運用行為科學理論和策略於糖尿病教育，值得作進一步的研究和嘗試。

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