[1]谢欣你,陆婉思,杨小燕,等.广东某高职院校不同艾滋病健康教育模式效果对比[J].医学信息,2019,(17):129-131.[doi:10.3969/j.issn.1006-1959.2019.17.042]
 XIE Xin-ni,LU Wan-si,YANG Xiao-yan,et al.Comparison of Different AIDS Health Education Models in A Higher Vocational College in Guangdong[J].Medical Information,2019,(17):129-131.[doi:10.3969/j.issn.1006-1959.2019.17.042]
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广东某高职院校不同艾滋病健康教育模式效果对比()
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医学信息[ISSN:1006-1959/CN:61-1278/R]

卷:
期数:
2019年17期
页码:
129-131
栏目:
调查分析
出版日期:
2019-09-01

文章信息/Info

Title:
Comparison of Different AIDS Health Education Models in A Higher Vocational College in Guangdong
文章编号:
1006-1959(2019)17-0129-03
作者:
谢欣你1陆婉思2杨小燕3黄倩蓉4冯惠军1
1.广东水利电力职业技术学院,广东 广州 510925; 2.广东省广州市第一人民医院南沙医院,广东 广州 511457; 3.广东省广州市从化区吕田镇卫生院,广东 广州 510000; 4.广东工程职业技术学院,广东 广州 510520
Author(s):
XIE Xin-ni1LU Wan-si2YANG Xiao-yan3HUANG Qian-rong4FENG Hui-jun1
1.Guangdong Water Resources and Electric Power Vocational and Technical College,Guangzhou 510925,Guangdong,China; 2.Nansha Hospital,the First People's Hospital of Guangzhou,Guangzhou 511457,Guangdong,China; 3.Lvtian Town Health Center,Conghua District,Guangzhou 510000,Guangdong,China; 4.Guangdong Engineering Vocational and Technical College,Guangzhou 510520,Guangdong,China
关键词:
艾滋病健康讲座同伴教育健康处方
Keywords:
Key words:AIDSHealth talksPeer educationHealth prescriptions
分类号:
R512.91;R193
DOI:
10.3969/j.issn.1006-1959.2019.17.042
文献标志码:
A
摘要:
目的 比较三种不同的健康教育方式对大学生艾滋病知晓率的影响,找出更有效的健康教育方式,为制定健康教育和行为干预策略提供一定的科学依据。方法 2018年9~10月分层整群随机选取某高校大学生600人,根据教育模式分为健康处方组(A组)、同伴教育组(B组)和健康讲座组(C组),每组200人。在教育前后对三组使用同一问卷进行调查,比较三组学生艾滋病知识和传播途径的掌握程度。结果 三组学生教育后对艾滋病知识和传播途径的掌握程度均优于教育前(P<0.05)。教育后,B组和C组在“艾滋病命名、HIV定义、艾滋病病原体存活时间、艾滋病可以预防吗、艾滋病可以治愈吗、多吃保健品可以预防艾滋病吗”这些知识的掌握程度均优于A组,C组在“艾滋病命名、HIV定义、艾滋病可以预防吗”这些知识的掌握程度均优于B组(P<0.05);除了“输入未经严格检查的血液或使用血制品可以感染艾滋病吗,咳嗽、打喷嚏、礼节性亲吻、拥抱会感染艾滋病吗”这两个问题,B组和C组学生知识掌握程度均优于A组(P<0.05);C组对“一个看起来健康的人会携带有艾滋病病毒吗、与感染者共桌吃饭会得艾滋病吗、与感染者握手会得艾滋病吗、蚊虫叮咬会得艾滋病吗"等问题的掌握程度优于B组(P<0.05)。结论 大学生预防艾滋病健康教育较理想的模式应以健康讲座教育为主,辅以同伴教育和发放健康处方,三者优势互补,可达到更好的效果。
Abstract:
Abstract:Objective Compare the impact of three different health education methods on college students' AIDS awareness rate, find out more effective health education methods, and provide a scientific basis for formulating health education and behavior intervention strategies.Methods From September to October 2018, stratified clusters were randomly selected from 600 college students. According to the education model, they were divided into health prescription group (group A), peer education group (group B) and health lecture group (group C). 200 people. Before and after the education, the three groups were surveyed using the same questionnaire, and the mastery of AIDS knowledge and communication routes among the three groups of students was compared.Results The mastery of AIDS knowledge and transmission methods after the three groups of students were better than before education (P<0.05). After education, Group B and Group C are better than Group A in "AIDS naming, definition of HIV, survival time of AIDS pathogens, can AIDS be prevented, can AIDS be cured, and eating more health products can prevent AIDS?" In the C group, the knowledge of "AIDS naming, HIV definition, AIDS can be prevented" is better than that of group B (P<0.05); except for "putting blood that is not strictly checked or using blood. Can the products be infected with AIDS, coughing, sneezing, courtesy kissing, and hugging AIDS?" The two problems of group B and group C were better than those of group A (P<0.05); group C was "Can a person who looks healthy carry HIV, can he get AIDS with a table with the infected person, get AIDS with the infected person, and get AIDS with a mosquito bite?",the degree of mastery of the problem is better than that of group B(P<0.05).Conclusion The ideal mode for college students to prevent AIDS health education should be based on health lecture education, supplemented by peer education and health prescriptions. The three advantages complement each other and achieve better results.

参考文献/References:

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更新日期/Last Update: 2019-09-01