目標：兒童與青少年的心理健康為全球重要公共衛生議題。學校護理人員在早期辨識中扮演關鍵角色，提升其心理健康素養具備實務與學術意義。鑑於國內研究有限，本研究旨在調查學校護理人員心理健康素養現況及影響因素。 方法：採橫斷性設計，透過社群媒體招募全國國小至大專院校現職學校護理人員，回收516 份有效問卷。資料分析含描述性統計、Pearson 相關、t 檢定、單因子變異數分析與多元迴歸。 結果：整體心理健康素養屬中上程度（M=104.54，SD=10.52）。憂鬱症狀越少（β=-.44，p<.001）、年齡越大（β=.16，p<.001）、精神科實務經驗（β=.10，p=.006）、信仰佛教、道教或民間信仰（β=.12，p=.003）及碩士以上學歷（β=.10，p=.006），心理健康素養較高。心理健康素養的五構面（維持與促進心理健康、精神疾病辨識與認識、精神疾病去污名、求助效能、求助態度）之間皆呈顯著正相關（p < .05）。控制社會人口學變項後，憂鬱症狀與除「精神疾病的辨識與認識」外的其他四個構面呈負相關，且以「維持與促進心理健康」關聯最強（β=-.58，p<.001，R²=42.1%）。 結論：結果支持發展整合性訓練計畫，強調正向心理策略與精神疾病辨識，並融入與經驗者互動教學，以提升學校護理人員心理健康素養與回應學生心理需求能力。

Objective: Children’s and adolescents’ mental health is a pressing global public health concern. School nurses play a critical role in early identification; therefore, enhancing their mental health literacy (MHL) carries academic and practical significance. However, limited empirical research has explored MHL among school nurses in Taiwan. This study aimed to examine school nurses’ MHL and its associated factors. Methods: This cross-sectional study recruited currently employed school nurses across various levels of education in Taiwan. Participants worked in elementary schools, secondary schools, or universities and were invited to participate via social media. 516 valid responses were collected. Data analyses included descriptive statistics, Pearson’s correlation, t-tests, one-way ANOVA, and multiple regression. Results: Overall mental health literacy was above average (M=104.54, SD=10.52). Factors significantly associated with higher MHL included fewer depressive symptoms (β=-.44, p<.001) ,older age (β=.16, p<.001), prior psychiatric work experience (β=.10, p=.006), Buddhism, Taoism, or folk beliefs (β=.12, p=.003), and master’s degree or above (β=.10, p=.006). All five MHL dimensions (maintenance and promoting mental health, recognition of mental illness, attitude to mental illness stigma, help-seeking efficacy, and help-seeking attitude) were significantly positively correlated (p<.05). After controlling for sociodemographic variables, depressive symptoms were negatively associated with four MHL dimensions, except for the “recognition of mental illness”, with the strongest relationship found in “maintaining and promoting mental health” (β=-.58, p< .001, R²=42.1%). Conclusion: The results support the implementation of comprehensive training programs that focus on mental illness recognition and the promotion of psychological well-being. Educational strategies that include direct interaction with individuals who have lived experience may be especially effective in enhancing school nurses’ MHL and their capacity to support student mental health.

心理健康;心理健康素養;學校護理師

mental health; mental health literacy; school nurses