目標：本研究係評估一項在大學開設之安全衛生通識課程，對大學生的安全衛生知識、態度、自我效能與行為意向的影響研究。方法：本項研究共有2所大學總計198位大學生參與（實驗組107位：對照組91位），並採準實驗設計之前測－後測－5週後後測設計進行課程介入成效評估。以T檢定分析前測、後測、後後測間之差異，並使用廣義估計方程式迴歸模式評估該項介入課程的成效分析。結果：顯示課程在介入組學生的安全衛生知識、態度及行為意向都有顯著正向影響，且該項正向影響可持續到介入課程結束5週後。此外，廣義估計方程式迴歸模式分析結果顯示在控制學生個人因素後，該項安全衛生介入課程對大學生「安全衛生知識」及「安全衛生態度―安全行為」有顯著正向影響。結論：由於該項安全衛生課程介入顯示了對大學生安全衛生知識、態度與行為意向的正向效應，建議持續於學校提供安全衛生課程予學生學習，對於提升學生安全衛生意識會有相當助益。

Objectives: The impacts of an occupational health and safety (OHS) course on undergraduates’ knowledge, attitudes, self-efficacy and behaviorial intentions were evaluated. Methods: Participants included 198 college students (107 receiving intervention and 91 controls) from two universities. This study was a quasi-experimental, nonequivalent control group design with pre-post- and five week follow-up tests. We assessed the differences in mean scores using T-tests. Significant associations between the intervention and outcomes were identified by generalized estimating equation (GEE) regression models. Results: Statistically higher mean scores in knowledge (from 0.49 to 0.65, p<0.001), attitudes (from 2.83 to 3.00, p<0.001), and behavioral intentions (from 3.01 to 3.06, p=0.02) were observed in the intervention group, and significant improvements were maintained until follow-up. The regression models indicated that the intervention positively changed OHS knowledge and safety practices among college students. Conclusions: Consistently offering OHS courses in colleges is recommended, as shown by the positive impact demonstrated in this study.