学校主导与家长参与的中学生艾滋病健康教育效果
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摘要
目的
1了解学生艾滋病健康教育情况,分析各种因素对健康教育的影响。
2分析中学生健康教育前后艾滋病知识及对艾滋病病毒感染者和患者的态度变化,评价健康教育的效果,探索适合河南省中学生的健康教育方式。
3评价健康教育对学生家长的影响,探索学校主导家长参与式健康教育对学生家长的影响。
4了解健康教育方法的情况,以便在全省推广
方法
1调查方法：以班级为单位进行调查,调查员现场统一发放问卷。
2干预方法,干预前先对健康教育老师进行培训一天,然后由健康教育老师按统一的方式对学生开展4次艾滋病的健康教育课,上课的方式分别为：小组讨论,快速抢答,案例分析,课堂辩论。学生在学校上完课后,领取该次课程的家长联系册,回家按照家长联系册给家长讲解课堂上所学习的知识。
3统计方法：用Foxpro6.0建立数据库,然后用统计软件SPSS13.0进行分析。数值变量的描述采用x±s,分析采用t检验、卡方检验和方差分析；分类变量采用率、构成比等指标进行描述。检验水准a=0.05。
结果
1中学生艾滋病防治知识及对待艾滋病病毒感染者和患者态度的总体干预情况：初中学生和高中学生艾滋病防治知识各项得分平均分高于干预前平均分,差别有统计学意义(P<0.01)。
2不同性别的学生艾滋病防治知识及对待艾滋病病毒感染者和患者态度得分均高于干预前(P<0.01)。
3不同生源地学生艾滋病防治知识及对待艾滋病病毒感染者和患者态度得分均高于干预前(P<0.01)。
4父母文化程度不同学生艾滋病防治知识及对待艾滋病病毒感染者和患者态度干预后得分均高于干预前(P<0.01)。
5家庭月均收入不同学生艾滋病防治知识及对待艾滋病病毒感染者和患者态度干预后得分均高于干预前(P<0.01)。
6干预后学生家长艾滋病防治知识及对待艾滋病病毒感染者和患者态度得分高于干预前,差别有统计学意义(P<0.01)；干预后初中学生家长得分高于高中学生家长,差别有统计学意义(P<0.01)。
7中学生都比较喜欢案例分析和课堂辩论,初中和高中这两种授课方式接受比率分别为45.6%和48.9%。干预后98.7%的初中学生和98%的高中学生都愿意参加艾滋病性病知识讲座等相关活动。
结论
1本次健康教育效果明显,提高了中学生艾滋病知识,改善了对待艾滋病病毒感染者和患者的态度。
2本次健康教育消除了不同性别中学生在艾滋病知识知晓情况和对待艾滋病病毒感染者和患者的正向态度持有率方面的差异。
3父母文化程度在家长参与式健康教育中的影响较复杂,父母文化程度为文盲的学生,健康教育后知识提高幅度最大；父母文化程度为高中或中专及以上的学生在健康教育后,滋病知识知晓率依然是最高的。
4家庭收入对中学生艾滋病健康教育的影响较为复杂,健康教育消除了不同家庭收入学生对待艾滋病病毒感染者和患者的态度差别。
5家长参与式健康教育提高了学生家长艾滋病知识知晓率,改善了对待艾滋病病毒感染者和患者的态度。
Objective
1 This study was performed to acquaint health education about AIDS of middle school students and analyze various factors on the impact of health education.
2 Comparison before and after health education about AIDS knowledge and attitudes toward HIV infection of middle school students was performed to evaluate the effect of health education and explore suitable mode of health education for secondary school students in Henan Province.
3 To evaluate the effect of health education and explore the health education mode of School-led parental involvement.
4 We seized the effect of health education mode to popularize in Henan province.
Methods
1 Survey methods. The survey was in unit of class and the questionnaires were required to be finished independently.
2 Intervention method. The health education tutors were trained for one day before intervention and then they carried out four times of AIDS health education lessons. The tutors gave a lesson each time in method of participation as panel discussion, rapid response, case studies and class debates. A brochure about AIDS Prevention and Control was handed out to each student. After health education class, the students took parents contact handbook home and reviewed what they have learned about AIDS with their parents according to the handbook.
3 Statistical Methods. The collected information was entered into Foxpro6.0 and analyzed by software of SPSS13.0. Numerical variables were described as x±s and analyzed by t test, chi square test and variance analysis; Categorical variables were described as rate, proportion. We set up signifiant level as a=0.05.
Results
1 The total intervention effect after health education:The mean scores of intervenion group were higher than pre-intervention group in attitude towards AIDS and the difference has statistical significance (P<0.01)
2 The scores of different gender of intervention group were higher than pre-intervention group in attitude towards AIDS (P<0.01)
3 The scores of different homeplace of intervention group were higher than pre-intervention group in attitude towards AIDS (P<0.01)
4 The scores of different education levels of parents of intervention group were higher than pre-intervention group in attitude towards AIDS (P<0.01)
5 The scores of different family income of intervention group were higher than pre-intervention group AIDS (P<0.01)
6 The scores of students' parents of intervention group were higher than pre-intervention group in attitude towards AIDS (P<0.01). After intervention the score of junior middle school students'parents was higher than that of senior middle school students and the differece has statisical significance (P<0.01)
7 The evaluation of methods of health education. Junior middle school students and senior middle school students liked case studies and class debates more. The acceptance rates were 45.6% and 48.9% for junior middle school students and senior middle school students separately. After intervention 98.7% of junior middle school students and 98% of senior middle school students were willing to take part in lecture about AIDS-related knowledge.
Conclusions
1 The health education had obvious effect. It increased AIDS-related knowledge substantially and improved attitudes toward HIV infection for middle school students.
2 The health education eliminated the deviation of students of different gender in HIV transmission, AIDS prevention, behavior cognition, knowledge about AIDS and holding rate of positive attitude toward HIV carrier.
3 The effect of parental education in parents'participating health education was complex. Students whose parental education level was illiterate improved most after health education; and students whose parental education level was high school or secondary school and above remained the highest in awareness rate of HIV transmission, AIDS prevention behaviors, AIDS related knowledge after health education.
4 Household income impacted on AIDS health education for students was more complex. The health education eliminated the deviation of students with different household income in attitudes toward HIV infection.
5 Parents'participating health education significantly increased the parents' awareness rates of HIV transmission, AIDS prevention behaviors and other AIDS-related knowledge. It improved attitudes toward HIV carrier.
1了解学生艾滋病健康教育情况,分析各种因素对健康教育的影响。
2分析中学生健康教育前后艾滋病知识及对艾滋病病毒感染者和患者的态度变化,评价健康教育的效果,探索适合河南省中学生的健康教育方式。
3评价健康教育对学生家长的影响,探索学校主导家长参与式健康教育对学生家长的影响。
4了解健康教育方法的情况,以便在全省推广
方法
1调查方法：以班级为单位进行调查,调查员现场统一发放问卷。
2干预方法,干预前先对健康教育老师进行培训一天,然后由健康教育老师按统一的方式对学生开展4次艾滋病的健康教育课,上课的方式分别为：小组讨论,快速抢答,案例分析,课堂辩论。学生在学校上完课后,领取该次课程的家长联系册,回家按照家长联系册给家长讲解课堂上所学习的知识。
3统计方法：用Foxpro6.0建立数据库,然后用统计软件SPSS13.0进行分析。数值变量的描述采用x±s,分析采用t检验、卡方检验和方差分析；分类变量采用率、构成比等指标进行描述。检验水准a=0.05。
结果
1中学生艾滋病防治知识及对待艾滋病病毒感染者和患者态度的总体干预情况：初中学生和高中学生艾滋病防治知识各项得分平均分高于干预前平均分,差别有统计学意义(P<0.01)。
2不同性别的学生艾滋病防治知识及对待艾滋病病毒感染者和患者态度得分均高于干预前(P<0.01)。
3不同生源地学生艾滋病防治知识及对待艾滋病病毒感染者和患者态度得分均高于干预前(P<0.01)。
4父母文化程度不同学生艾滋病防治知识及对待艾滋病病毒感染者和患者态度干预后得分均高于干预前(P<0.01)。
5家庭月均收入不同学生艾滋病防治知识及对待艾滋病病毒感染者和患者态度干预后得分均高于干预前(P<0.01)。
6干预后学生家长艾滋病防治知识及对待艾滋病病毒感染者和患者态度得分高于干预前,差别有统计学意义(P<0.01)；干预后初中学生家长得分高于高中学生家长,差别有统计学意义(P<0.01)。
7中学生都比较喜欢案例分析和课堂辩论,初中和高中这两种授课方式接受比率分别为45.6%和48.9%。干预后98.7%的初中学生和98%的高中学生都愿意参加艾滋病性病知识讲座等相关活动。
结论
1本次健康教育效果明显,提高了中学生艾滋病知识,改善了对待艾滋病病毒感染者和患者的态度。
2本次健康教育消除了不同性别中学生在艾滋病知识知晓情况和对待艾滋病病毒感染者和患者的正向态度持有率方面的差异。
3父母文化程度在家长参与式健康教育中的影响较复杂,父母文化程度为文盲的学生,健康教育后知识提高幅度最大；父母文化程度为高中或中专及以上的学生在健康教育后,滋病知识知晓率依然是最高的。
4家庭收入对中学生艾滋病健康教育的影响较为复杂,健康教育消除了不同家庭收入学生对待艾滋病病毒感染者和患者的态度差别。
5家长参与式健康教育提高了学生家长艾滋病知识知晓率,改善了对待艾滋病病毒感染者和患者的态度。
Objective
1 This study was performed to acquaint health education about AIDS of middle school students and analyze various factors on the impact of health education.
2 Comparison before and after health education about AIDS knowledge and attitudes toward HIV infection of middle school students was performed to evaluate the effect of health education and explore suitable mode of health education for secondary school students in Henan Province.
3 To evaluate the effect of health education and explore the health education mode of School-led parental involvement.
4 We seized the effect of health education mode to popularize in Henan province.
Methods
1 Survey methods. The survey was in unit of class and the questionnaires were required to be finished independently.
2 Intervention method. The health education tutors were trained for one day before intervention and then they carried out four times of AIDS health education lessons. The tutors gave a lesson each time in method of participation as panel discussion, rapid response, case studies and class debates. A brochure about AIDS Prevention and Control was handed out to each student. After health education class, the students took parents contact handbook home and reviewed what they have learned about AIDS with their parents according to the handbook.
3 Statistical Methods. The collected information was entered into Foxpro6.0 and analyzed by software of SPSS13.0. Numerical variables were described as x±s and analyzed by t test, chi square test and variance analysis; Categorical variables were described as rate, proportion. We set up signifiant level as a=0.05.
Results
1 The total intervention effect after health education:The mean scores of intervenion group were higher than pre-intervention group in attitude towards AIDS and the difference has statistical significance (P<0.01)
2 The scores of different gender of intervention group were higher than pre-intervention group in attitude towards AIDS (P<0.01)
3 The scores of different homeplace of intervention group were higher than pre-intervention group in attitude towards AIDS (P<0.01)
4 The scores of different education levels of parents of intervention group were higher than pre-intervention group in attitude towards AIDS (P<0.01)
5 The scores of different family income of intervention group were higher than pre-intervention group AIDS (P<0.01)
6 The scores of students' parents of intervention group were higher than pre-intervention group in attitude towards AIDS (P<0.01). After intervention the score of junior middle school students'parents was higher than that of senior middle school students and the differece has statisical significance (P<0.01)
7 The evaluation of methods of health education. Junior middle school students and senior middle school students liked case studies and class debates more. The acceptance rates were 45.6% and 48.9% for junior middle school students and senior middle school students separately. After intervention 98.7% of junior middle school students and 98% of senior middle school students were willing to take part in lecture about AIDS-related knowledge.
Conclusions
1 The health education had obvious effect. It increased AIDS-related knowledge substantially and improved attitudes toward HIV infection for middle school students.
2 The health education eliminated the deviation of students of different gender in HIV transmission, AIDS prevention, behavior cognition, knowledge about AIDS and holding rate of positive attitude toward HIV carrier.
3 The effect of parental education in parents'participating health education was complex. Students whose parental education level was illiterate improved most after health education; and students whose parental education level was high school or secondary school and above remained the highest in awareness rate of HIV transmission, AIDS prevention behaviors, AIDS related knowledge after health education.
4 Household income impacted on AIDS health education for students was more complex. The health education eliminated the deviation of students with different household income in attitudes toward HIV infection.
5 Parents'participating health education significantly increased the parents' awareness rates of HIV transmission, AIDS prevention behaviors and other AIDS-related knowledge. It improved attitudes toward HIV carrier.
引文
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