大学生对健康生活方式科普教育体验的质性研究
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摘要
目的了解大学生接受健康生活方式科普教育后的真实体验,为改进大学生健康相关科普教育提供参考。方法采用目的抽样法对8名在校大学生进行半结构式访谈,对所得资料采用内容分析法分析,提炼主题。结果大学生接受健康生活方式科普教育后的体验,包括健康生活方式科普教育的实用性、健康生活方式科普教育的有效性、健康生活方式科普教育的可持续性3个主题。结论健康生活方式科普教育是一种切实可行并且能够使大学生纠正错误健康认知、建立良好生活习惯的途径,但尚需增加大学生获取健康信息的途径以及提供长周期、全方位的健康科普教育宣传。
Objective To study the real experience on popular science education of healthy life style for college students to provide reference for improving their health related popular science education. Method 8 students in college receive semi-structural interview by objective sampling method. Analyze the information by content analysis and abstract the theme. Result Experience after receiving popular science education on healthy life style for college students are 3 themes of practicality, effectiveness and sustainability of popular science education on healthy life style. Conclusion Popular science education on healthy life style is feasible. It can correct students' false cognition on health and cultivate their good life habits. But students need more access to get health information. Long-term and comprehensive health popular science education is also needed.
Objective To study the real experience on popular science education of healthy life style for college students to provide reference for improving their health related popular science education. Method 8 students in college receive semi-structural interview by objective sampling method. Analyze the information by content analysis and abstract the theme. Result Experience after receiving popular science education on healthy life style for college students are 3 themes of practicality, effectiveness and sustainability of popular science education on healthy life style. Conclusion Popular science education on healthy life style is feasible. It can correct students' false cognition on health and cultivate their good life habits. But students need more access to get health information. Long-term and comprehensive health popular science education is also needed.
引文
[1] 新华网.习近平:把人民健康放在优先发展战略地位[EB/OL].(2016-8-20) [2018-8-14].http://www.xinhuanet.com/fortune/2016-08/20/c_1119425802.htm.
[2] 王红红.某高校在校大学生一学年门诊疾病谱分析[J].预防医学情报杂志,2017,33(5):425-428.
[3] 周伟洁,毛晨峰,王晓培,等.大学生亚健康现状及其影响因素分析[J].浙江预防医学,2015,27(8):805-808.
[4] LINCOLN Y S,GUBA E.Naturalistic Inquiry[M].Los An- geles:Beverly Hils,1985:221-250.
[5] HSIEH H,SHANNON S E.Three approaches to qualitative content analysis[J].Qual Health Res,2005,15(9):1277-1288.
[6] 陈建荣,刘芳,唐伟卓,等.提升大学生生命科学素养的思考与探索[J].教育教学论坛,2018(10):167.
[7] RAJAN S,ROBERTS K J,GUERRA L,et al.Integrating health education in core curriculum classrooms:successes,challenges,and implications for urban middle schools[J].J Sch Health,2017,87(12):949-957.
[8] 丁爱侠.国际比较视阈下的科普教育[J].宁波教育学院学报,2015,17(1):68-70.
[9] 廖生武,梁有丽,郭东英,等.健康促进与健康教育干预社区中老年亚健康患者的效果评估[J].中国医药导报,2015,12(32):127-129,133.
[10] 李建桥,吴瑞,孙宝,等.重庆某库区县留守中学生亚健康状态同伴教育干预近期效果评价[J].中国学校卫生,2014,35(4):561-563.
[11] JAGER A J,WYNIA M K.Who gets a teach-back Patient-reported incidence of experiencing a teach-back[J].J Health Commun,2012,17(3):294-302.
[12] 孟立锋,杨端云,粟胜勇.基于翻转课堂的“互联网+课堂”教学模式在本科中医内科学教学中的应用探讨[J].中医教育,2017,36(1):28-32.
[13] PARK E O,PARK J H.Quasi-experimental study on the effectiveness of a flipped classroom for teaching adult health nursing[J].Jpn J Nurs,2017,15(2):125-134.
[2] 王红红.某高校在校大学生一学年门诊疾病谱分析[J].预防医学情报杂志,2017,33(5):425-428.
[3] 周伟洁,毛晨峰,王晓培,等.大学生亚健康现状及其影响因素分析[J].浙江预防医学,2015,27(8):805-808.
[4] LINCOLN Y S,GUBA E.Naturalistic Inquiry[M].Los An- geles:Beverly Hils,1985:221-250.
[5] HSIEH H,SHANNON S E.Three approaches to qualitative content analysis[J].Qual Health Res,2005,15(9):1277-1288.
[6] 陈建荣,刘芳,唐伟卓,等.提升大学生生命科学素养的思考与探索[J].教育教学论坛,2018(10):167.
[7] RAJAN S,ROBERTS K J,GUERRA L,et al.Integrating health education in core curriculum classrooms:successes,challenges,and implications for urban middle schools[J].J Sch Health,2017,87(12):949-957.
[8] 丁爱侠.国际比较视阈下的科普教育[J].宁波教育学院学报,2015,17(1):68-70.
[9] 廖生武,梁有丽,郭东英,等.健康促进与健康教育干预社区中老年亚健康患者的效果评估[J].中国医药导报,2015,12(32):127-129,133.
[10] 李建桥,吴瑞,孙宝,等.重庆某库区县留守中学生亚健康状态同伴教育干预近期效果评价[J].中国学校卫生,2014,35(4):561-563.
[11] JAGER A J,WYNIA M K.Who gets a teach-back Patient-reported incidence of experiencing a teach-back[J].J Health Commun,2012,17(3):294-302.
[12] 孟立锋,杨端云,粟胜勇.基于翻转课堂的“互联网+课堂”教学模式在本科中医内科学教学中的应用探讨[J].中医教育,2017,36(1):28-32.
[13] PARK E O,PARK J H.Quasi-experimental study on the effectiveness of a flipped classroom for teaching adult health nursing[J].Jpn J Nurs,2017,15(2):125-134.