本研究主要是在測試一個使用錄影帶及個人化的教學訓練，對增進護理人員評估早產兒行為及提供發展支持性照護之認知的成效，這也就是發展支持性照護之教育方案。這個研究是採用雙組前後重複測量之類實驗性研究設計，參加者是二十五位新生兒加護中心之護理人員，實驗組十三位，控制組十二位。測量工具是為這個研究目的所發展的錄影帶測驗，用來測量這個發展支持性照護訓練的成效。參加者共測試兩次錄影帶測驗問卷，間隔都是四週。資料分析方法是用變異數分析與共變數分析。研究的結果顯示這個發展支持性的照護訓練的確能增進護理人員對早產兒行為及發展支持性照護之認知，且能支持本研究之假設。根據Bandura社會認知學習理論的假設，增進護理人員的認知是他們行為改變的先決條件。隨著護理人員認知的增進，他們在照顧早產兒的行為上才有可能改變，因此，作者建議為了要改善新生兒加護中心之照護品質與早產兒的發展結果，可藉由教育護理人員將發展支持性照護的概念併入新生兒加護中心的護理照護實務之中。

　　　　　This study tested the use of a developmentally supportive care (DSC) training propram in the form of videotaped and personalized instruction to increase nurses' cognitive abilities for assessing preterm infant behavioral signals and offering supportive care. The study used a two-group pre-test post-test quasi-experimental repeated measures design. The participants were 25 NICU nurses, 13 in the intervention group, and 12 in the control group. An instrument developed for the purpose of the study was a video test that measured the effectiveness of the DSC training. The video test questionnaires were administered to the participants twice with an interval of four weeks. ANCOVA controlling the baseline scores was used for data analysis. In general, the results support the hypothesis that nurses' cognitive abilities were enhanced after the DSC training. The increase in nurses' cognitive abilities is the prerequisite for behavioral change, based on the assumptions of Bandura's Social Cognitive Learning Theory (Bandura, 1986). As nurses' cognitive abilities increased, it would be possible that nurse behaviors in taking care of these preterm infants might change. Therefore, the author recommends that in order to improve NICU care quality and the outcomes of preterm infants, the concepts of developmentally supportive care be incorporated into NICU caregiving practice by educating nurses.