健保制度實施，產婦住院日縮短，使得產婦無法充分且完整地學習產後自我照護與育嬰技巧。本篇採取量性研究，旨在探討某醫學中心婦產科產婦對產後衛教之滿意度，且藉由改善方案的實施，提升產婦對產後衛教之滿意度。經調查中部某醫學中心於某月出院產婦來電至婦產科病房、產房與嬰兒室諮詢產後相關照護問題高達73人次。同時以方便取樣方式及採用量性問卷調查法，調查50位將出院產婦對該醫院護理人員執行產後衛教之滿意度，並進行問卷資料的統計分析，結果發現，其滿意度僅3.19分（滿分5分），共同討論分析其滿意度偏低的原因有護理人員因素衛教內容不一及不足；產婦因素一次教太多太雜及缺乏演練；政策因素缺乏衛教指引標準規範及無規範各班人員衛教職責。故整理現有單張及文獻查證，完成產後照護衛教本，採床邊分階段個別衛教及舉辦團體衛教，制定產後衛教路徑指引單及稽核單、分派各班人員衛教職責。經研究方案之實施，產婦對產後衛教滿意度由原本3.19分提升至4.27分，進一步以SPSS12.0版之成對樣本t檢定(pair t-test)檢定方案施實前後之差異，確實有達統計上顯著的差異(p<0.05)。
In this article, we report our findings concerning the evaluation of changes in satisfaction with changes in a puerperal nursing education program. A one-month study of 73 cases receiving puerperal nursing consultation revealed a satisfaction score of 3.19 out of a total core score of 5. The lowness of this score could be attributed to nursing factors (inconsistent and insufficient teaching materials), puerperal factors (too many and to complex teaching materials as well as insufficient practice), and policy factors (vagueness of SOP and a lack of assigned work responsibilities). In response to these findings, we re-edited the puerperal nursing teaching materials, implemented bedside teaching and practice, implemented a group educational program, made a clearer set of SOP and checklists, and assigned clear work responsibilities. In our second evaluation, we found the satisfaction score rose to 4.27, which was a significant increase (p<0.05) as determined by our statistical analysis which was performed on SPSS 12.0. The knowledge and skills of puerperal women were improved, complaints were reduced, and satisfaction with nursing care promoted.
