目標：本研究主要目的是發展“SAFE”教育方案並評估對居家護理個案用藥安全之成
效。方法：採單組前後測類實驗設計，立意取樣南部某醫院附設居家護理所34位個案與其主
要照顧者為研究對象，接受團隊研擬“SAFE”教育方案，包括標準化安全用藥衛生教育流程
(Standardizing health education about safe medication administration; S)、評估用藥適當性(Assessing
medication adequacy ; A)、促進一個用藥安全的環境(Facilitating a safety medication environment;
F)與評值是否執行安全用藥(Evaluating whether practicing safety medication; E)等四項過程，每個
月一次，為期三個月。並在教育方案介入前與介入完成後一個月，分別進行前測及後測評量。
結果：34位個案用藥安全問題於衛生教育前件數7件，經介入完成後一個月降至1件，McNemar
檢定達顯著下降(X2
=4.17, p＜0.05)。介入完成後一個月，主要照顧者的用藥安全認知由介入前
的6.7分提升至8.4分，成對樣本檢定達顯著上升(t= -5.5, p＜0.01)。結論：“SAFE”教育方案確實
顯著降低居家護理個案的用藥安全問題，並有助於主要照顧者對個案用藥安全認知程度之提
升，其可作為居家護理實務的參考。(台灣衛誌 2012；31(5)：473-484)

Objectives: The purpose of this article was to examine the effect of the “SAFE” education
protocol on improving safe medication administration for home healthcare clients. Methods:
We used a quasi-experimental design and subjects were a convenience sample of thirty-four
home healthcare clients recruited from a homecare center in a hospital in southern Taiwan. The
group received the “SAFE” education protocol, including Standardizing health education about
safe medication administration, Assessing medication adequacy, Facilitating a safe medication
environment, and Evaluating medication safety (acronym: SAFE). The program was held
once a month, for 3 months. The outcomes were measured before intervention and 1 month
post-intervention. Results: The results showed an average of 7 medication problems in home
healthcare clients before intervention and one, 1 month post-intervention (X2
=4.17, p<0.05). The
scores for perception of medication safety by caregivers increased from 6.7 before intervention
to 8.4 at 1 month post-intervention(t= -5.5, p<0.01). Conclusions: The “SAFE” education
protocol may effectively decrease the medication problems experienced by home healthcare
clients and increase the perception of medication safety by caregivers. . (Taiwan J Public Health.
2012;31(5):473-484)