目 的： 本 研 究 探 討 職 能 治 療 師 及 實 習 生 在 參 與 以 BOPPPS 模 式 (Bridge-in、Objective、Pre-assessment、Participatory learning、Post-assessment、Summary)

設計 的 課 程 後， 其 對 中 風 上 肢 重 複 漸 進 式 復 健 方 案 (GRASP, Graded Repetitive Arm Supplementary Program)的知識、自信心及使用意願之變化。 方法： 本研究採方便取樣法，招募來自臺灣五間醫院的職能治療師及實習生，採單組前後測設計。參與者接受約 2 小時的 GRASP 教育課程並於課程前後填寫自編問卷，以評估其在 GRASP 方案使用上的知識、

自信心及意願變化；課後另完成 GRASP 課後測驗，以了解其對方案操作原則之掌握程度。前後測差異以 Wilcoxon signed-rank test 分析，課後測驗分數與知識後測之間的相關性則

以 Spearman’s rank correlation coefficient 檢驗。結果：34 名參與者（職能治療師 25 名和實習生 9名）參加了本研究並完成前後測。結果顯示，參與者之知識 (p < .001)、自信心 (p

< .001)、使用意願 (p < .001) 及總 (p < .001) 均於課後有顯著提升。此外，課後測驗分數與知識後測之間呈現中等至良好相關 (ρ = .542, p < .001)。結論：本研究顯示，短時程（2

小時）的 BOPPPS 教學課程能有效提升職能治療師及實習生對 GRASP 方案之知識、自信心及使用意願。

Objective: This study examined changes in knowledge, confidence, and willingness to use the Graded Repetitive Arm Supplementary Program (GRASP) among occupational therapists and interns after participating in a two-hour course designed using the BOPPPS model (Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment, and

Summary). Methods: A convenience sampling strategy was used to recruit occupational therapists and interns from five hospitals in Taiwan. A single-group pre–post design was

adopted. Participants attended a two-hour GRASP educational session and completed questionnaires before and after the course to assess changes in their knowledge, confidence,

and willingness to use the program. A GRASP post-course test was also administered to assess understanding of key program principles. Differences between pre- and post-test

scores were analyzed using the Wilcoxon signed-rank test. The correlation between the post-course test scores and the knowledge post-test scores was examined using Spearman’s

rank correlation coefficient. Results: All 34 participants (25 occupational therapists and 9 interns) completed the study. Significant improvements were observed in knowledge (p <

.001), confidence (p < .001), willingness to use GRASP (p < .001), and total scores (p < .001).A moderate-to-good correlation was found between post-course test scores and knowledge subscale scores (ρ = .542, p < .001). Conclusion: The two-hour educational intervention designed using the BOPPPS model effectively enhanced participants’ knowledge, confidence, and willingness to implement the GRASP program.