成都市某高校以防艾生活技能为核心的艾滋病防治效果评估
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摘要
目的青年学生的艾滋病防控策略应包括生活技能教育。通过执行疫情通报制度、融入性教育等综合干预,以提高青年学生的防艾生活技能及艾滋病相关行为。方法学校层面,落实艾滋病疫情通报制度,提高学校的重视程度;学生层面,融合艾滋病教育和性健康教育。采用类实验设计,在成都市某大学3个学院用方便样本法招募基线人群,半年后采用同样方法招募效果评价人群,卡方检验或t检验比较干预前后的防艾生活能力、VCT意愿和艾滋病相关知识变化。结果分别有414位和360位青年学生作为基线和效果评估人群。防艾生活技能得分由干预前的(116. 3±11. 7)提高到干预后的(118. 2±11. 9),差异有统计学意义(P<0. 05)。各项技能中,风险评估能力和协商能力分别由干预前的(49. 2±6. 0)、(29. 1±4. 3)提高到干预后的(50. 3±6. 4)、(30±4. 3)(P<0. 05),拒绝和寻求帮助能力变化不明显(P>0. 05)。VCT意愿得分从(1. 9±0. 9)提高到(2. 0±0. 9),但差异无统计学意义。综合知识得分变化不明显。分性别考虑,男性表现为协商能力增加,而女性表现为风险识别能力增加。结论以学校艾滋病疫情通报为突破口,将预防艾滋病教育与性健康教育结合的青年学生干预模式,提高了防艾生活技能,尤其是风险识别能力和协商能力。
Objective Life-skills education should be implemented in young students as a strategy to control AIDS. The effects of intervention on life-skills of AIDS prevention and AIDS related behaviors were evaluated after implementing HIV/AIDS epidemic notification program and sexual health education among young students. Methods From the perspective of school, HIV/AIDS epidemic communication program was implemented to promote positive response to HIV/AIDS. About the students,AIDS/HIV education and sexual health education were integrated. A quasi-experimental design was designed. In one college of Chengdu,convenient sample method was applied into recruiting objects as baseline group in the three institutes,and half year later,the same method was taken one more time to recruiting objects as effect evaluation group. The changes of knowledge,attitude on VCT and life-skills of AIDS prevention before and after the intervention were compared by Chi square and t test. Results About 414 and 360 young students respectively were recruited as baseline and effectiveness evaluation population. The score of life-skills increased significantly from( 116. 3±11. 7) in pre-intervention to( 118. 2 ± 11. 9) in post-intervention( P < 0. 05). As skills,risk assessment and negotiation ability were increased from( 49. 2 ± 6) and( 29. 1 ± 4. 3) which was before intervention to( 50. 3±6. 4) and( 30. 0±4. 3) which was after intervention( P<0. 05),respectively. Abilities of refuse and ask for help had no significant change( P>0. 05). VCT willingness score increased from( 1. 9±0. 9)to( 2. 0±0. 9),but the difference was not statistically significant( P>0. 05). The score of comprehensive knowledge did not change significantly. In terms of gender,negotiation skill increased significantly among men,while risk assessment skill increased significantly among women. Conclusion An intervention model was piloted in college students,including implementing HIV/AIDS epidemic communication program as a breakthrough point,and AIDS prevention education combining with sexual health education. The model has improved life-skills of AIDS prevention,especially risk assessment skill and negotiation skill.
Objective Life-skills education should be implemented in young students as a strategy to control AIDS. The effects of intervention on life-skills of AIDS prevention and AIDS related behaviors were evaluated after implementing HIV/AIDS epidemic notification program and sexual health education among young students. Methods From the perspective of school, HIV/AIDS epidemic communication program was implemented to promote positive response to HIV/AIDS. About the students,AIDS/HIV education and sexual health education were integrated. A quasi-experimental design was designed. In one college of Chengdu,convenient sample method was applied into recruiting objects as baseline group in the three institutes,and half year later,the same method was taken one more time to recruiting objects as effect evaluation group. The changes of knowledge,attitude on VCT and life-skills of AIDS prevention before and after the intervention were compared by Chi square and t test. Results About 414 and 360 young students respectively were recruited as baseline and effectiveness evaluation population. The score of life-skills increased significantly from( 116. 3±11. 7) in pre-intervention to( 118. 2 ± 11. 9) in post-intervention( P < 0. 05). As skills,risk assessment and negotiation ability were increased from( 49. 2 ± 6) and( 29. 1 ± 4. 3) which was before intervention to( 50. 3±6. 4) and( 30. 0±4. 3) which was after intervention( P<0. 05),respectively. Abilities of refuse and ask for help had no significant change( P>0. 05). VCT willingness score increased from( 1. 9±0. 9)to( 2. 0±0. 9),but the difference was not statistically significant( P>0. 05). The score of comprehensive knowledge did not change significantly. In terms of gender,negotiation skill increased significantly among men,while risk assessment skill increased significantly among women. Conclusion An intervention model was piloted in college students,including implementing HIV/AIDS epidemic communication program as a breakthrough point,and AIDS prevention education combining with sexual health education. The model has improved life-skills of AIDS prevention,especially risk assessment skill and negotiation skill.
引文
[1]吴尊友.我国学校艾滋病防控形势及策略[J].中国学校卫生,2015,36(11):1604-1605.
[2]郭伟,孟晓军,蔡勇,等.吉林省2010-2015年青年学生艾滋病知识知晓及性行为状况[J].中国学校卫生,2017,38(12):1891-1893.
[3]杨晴,罗雅凌,廖清华.江西省2011-2015年青年学生艾滋病监测结果[J].中国学校卫生,2016,37(7):1079-1081.
[4]周金玲,王莉,吴少慧,等.辽宁省2011-2015年青年学生艾滋病流行特征分析[J].中国学校卫生,2017,38(5):782-784.
[5]徐园园,朱正平,吴苏姝,等.南京市2002-2014年青年学生艾滋病疫情特征分析[J].中国艾滋病性病,2015,21(10):893-894.
[6]张建新.青年学生艾滋病防控策略思考[J].中国学校卫生,2016,37(11):1601-1603.
[7]国家教育部办公厅、国家卫生计生委办公厅.关于建立疫情通报制度进一步加强学校艾滋病防控工作的通知[FB/OL].(2015-08-10)[2019-01-08].http://www.moe.edu.cn/jyb_xxgk/moe_1777/moe_1779/201510/t20151019_214246.html.
[8]苗泓丽,张素华,张迈,等.四川某校护理专业学生艾滋病生活技能干预效果评价[J].中国学校卫生,2017,38(8):1234-1236.
[9]陈晶琦,张立华,刘英.生活技能培训对大学生预防艾滋病知识和态度的影响[J].中国学校卫生,2003,24(3):223-224.
[10]贺娜雅,马迎华,王超,等.6省市学校预防艾滋病生活技能教育骨干师资培训需求及效果分析[J].现代预防医学,2008,35(7):1305-1307,1310.
[11]刘芳,施雅莹,段振华,等.成都市大学生艾滋病风险识别和应对能力调查[J].预防医学情报杂志,2017,33(4):312-317.
[12]杨文婷,黄玉玲,张素华,等.成都某大专学校学生艾滋病防控生活技能现状及其影响因素[J].中国艾滋病性病,2018,24(1):87-89.
[13]徐红平,唐宁,周敏,等.以防艾生活技能为核心的职高生艾滋病健康教育综合干预的效果评价[J].现代预防医学,2017,44(21):3914-3918.
[14]王铮,周阳文,张向前,等.以防艾生活技能为核心的职高生艾滋病防控综合干预模式的探索和思考[J].教育与教学研究,2018,32(7):30-35.
[15]王娟,贺淑芳,卢红艳,等.北京市2010-2016年15~24岁学生艾滋病疫情状况[J].中国学校卫生,2017,38(9):1426-1428.
[16]黄玉玲,余林,谢天,等.创新“政府主导下的23233学校艾滋病防控模式”的研究[J].现代预防医学,2018,45(19):3545-3548.
[17]李宁.当前高校性教育的几点思考[J].昆明学院学报,1999,21(4):83-84.
[2]郭伟,孟晓军,蔡勇,等.吉林省2010-2015年青年学生艾滋病知识知晓及性行为状况[J].中国学校卫生,2017,38(12):1891-1893.
[3]杨晴,罗雅凌,廖清华.江西省2011-2015年青年学生艾滋病监测结果[J].中国学校卫生,2016,37(7):1079-1081.
[4]周金玲,王莉,吴少慧,等.辽宁省2011-2015年青年学生艾滋病流行特征分析[J].中国学校卫生,2017,38(5):782-784.
[5]徐园园,朱正平,吴苏姝,等.南京市2002-2014年青年学生艾滋病疫情特征分析[J].中国艾滋病性病,2015,21(10):893-894.
[6]张建新.青年学生艾滋病防控策略思考[J].中国学校卫生,2016,37(11):1601-1603.
[7]国家教育部办公厅、国家卫生计生委办公厅.关于建立疫情通报制度进一步加强学校艾滋病防控工作的通知[FB/OL].(2015-08-10)[2019-01-08].http://www.moe.edu.cn/jyb_xxgk/moe_1777/moe_1779/201510/t20151019_214246.html.
[8]苗泓丽,张素华,张迈,等.四川某校护理专业学生艾滋病生活技能干预效果评价[J].中国学校卫生,2017,38(8):1234-1236.
[9]陈晶琦,张立华,刘英.生活技能培训对大学生预防艾滋病知识和态度的影响[J].中国学校卫生,2003,24(3):223-224.
[10]贺娜雅,马迎华,王超,等.6省市学校预防艾滋病生活技能教育骨干师资培训需求及效果分析[J].现代预防医学,2008,35(7):1305-1307,1310.
[11]刘芳,施雅莹,段振华,等.成都市大学生艾滋病风险识别和应对能力调查[J].预防医学情报杂志,2017,33(4):312-317.
[12]杨文婷,黄玉玲,张素华,等.成都某大专学校学生艾滋病防控生活技能现状及其影响因素[J].中国艾滋病性病,2018,24(1):87-89.
[13]徐红平,唐宁,周敏,等.以防艾生活技能为核心的职高生艾滋病健康教育综合干预的效果评价[J].现代预防医学,2017,44(21):3914-3918.
[14]王铮,周阳文,张向前,等.以防艾生活技能为核心的职高生艾滋病防控综合干预模式的探索和思考[J].教育与教学研究,2018,32(7):30-35.
[15]王娟,贺淑芳,卢红艳,等.北京市2010-2016年15~24岁学生艾滋病疫情状况[J].中国学校卫生,2017,38(9):1426-1428.
[16]黄玉玲,余林,谢天,等.创新“政府主导下的23233学校艾滋病防控模式”的研究[J].现代预防医学,2018,45(19):3545-3548.
[17]李宁.当前高校性教育的几点思考[J].昆明学院学报,1999,21(4):83-84.