背景：刮痧療法屬於傳統醫療及輔助替代醫療，國人應用普遍。護生是未來的護理人員，了解護生對於刮痧療法知識、態度及行為，有助提升護理專業照護品質。目的：本研究旨在進行護生對刮痧療法的知識、態度及行為之探討。方法：本研究屬橫斷式調查法（cross-sectional survey），採方便取樣，以南部某科技大學護理系四技學生為研究對象，發出260份問卷，回收243份，有效樣本212人（樣本有效率81.5%）。結果：護生刮痧療法知識得分答對率61.9%，護生對刮痧療法態度顯示正向，護生對刮痧療法使用行為頻率偏低。顯著影響護生刮痧知識有性別；影響護生刮痧行為有學校課程、家人親友和書籍知識來源；性別及課程來源對護生刮痧態度則未造成影響。護生在刮痧療法知識、刮痧療法態度和刮痧療法行為，兩兩均呈顯著正相關。結論／實務應用：透過本研究可了解護生刮痧療法知識仍較不足，建議未來在課程規劃上可將包含刮痧療法的中醫基本護理訓練課程列為必修課程，或是將刮痧療法列入輔助替代醫療課程內，以滿足學生學習上的需求。另建議提供學生多元管道接觸刮痧療法相關訊息，以提升刮痧療法的知識、態度及行為。

Background: The use of Gua‐Sha therapy has become increasingly popular. As student nurses are in training to assume responsibilities as professional nurses, understanding their knowledge, attitudes, and behaviors related to Gua‐Sha therapy will enhance the quality of nursing care. Purpose: The purpose of this study was to investigate the knowledge, attitudes, and behaviors of college‐level nursing students with regard to Gua‐Sha therapy. Methods: The present study employed a cross‐sectional research design and a convenience sample that was recruited from the nursing department of one technical university in southern Taiwan. A total of 260 questionnaires were distributed, 243 questionnaires were retrieved, and 212 were deemed validand included in data analysis (validity rate: 81.5%). Results: The average rate of correctness for knowledge about Gua‐Sha therapy was 61.9%. Overall, the participants held positive attitudes toward Gua‐Sha therapy and reported using Gua‐Sha therapy very infrequently. Gender significantly influenced the level of Gua‐Sha‐related knowledge. The factors ＂knowledge of Gua‐Sha therapy comes from school education＂, ＂knowledge of Gua‐Sha therapy comes from family and relatives＂, and ＂knowledge of Gua‐Sha therapy comes from books＂ also significantly influenced participants' Gua‐Sha‐related behaviors. The factors ＂sex＂ and ＂the sources of knowledge of Gua‐Sha therapy＂ had no effect on student nurses' attitude. Additionally, significantly positive correlations were identified between the knowledge, attitudes, and behaviors of participants toward Gua‐Sha therapy. Conclusions/Implications for Practice: The knowledge of student nurses related to Gua‐Sha therapy remains insufficient. The results of the present study suggest that nursing schools should incorporate training on traditional Chinese medicine techniques in the curricula as required credits or should incorporate Gua‐Sha therapy into the complementary and alternative medicine curricula in order to meet the needs of students and to provide student nurses with information on the various methods of Gua‐Sha therapy in order to promote their related knowledge, attitudes, behaviors.