陕西省大学生卫生应急素养现状与知识需求

张雪峰; 张志刚; 郭晨; 潘文博; 李金婷; 石萌芮; 杨致霈

doi:10.16835/j.cnki.1000-9817.2024277

陕西省大学生卫生应急素养现状与知识需求

doi: 10.16835/j.cnki.1000-9817.2024277

1.
陕西中医药大学公共卫生学院, 咸阳 712046
2.
陕西中医药大学附属医院感染管理科

基金项目:

陕西中医药大学2022年大学生创新创业训练计划项目 S202210716045

详细信息

作者简介:
张雪峰(2001-), 男, 重庆酉阳人, 在读本科

通讯作者:
张志刚, E-mail: lzuzzg@163.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 G627.8 G479
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- 被引次数: 0
出版历程
- 收稿日期: 2024-04-28
- 修回日期: 2024-05-30
- 网络出版日期: 2024-10-08
- 刊出日期: 2024-09-25

Status and knowledge demand of health emergency literacy among college students in Shaanxi Province

1.
College of Public Health, Shaanxi University of Chinese Medicine, Xianyang (712046), Shaanxi Province, China

摘要

摘要: 目的了解陕西省大学生卫生应急素养现状和相关知识需求情况, 为提高大学生卫生应急素养提供依据。方法 2023年11月, 采用多阶段随机抽样与方便抽样相结合的方法选取陕西省18所高校2 723名大学生为研究对象, 开展卫生应急素养认知与知识需求调查, 并采用χ²检验、Wilcoxon秩和检验、Kruskal-Wallis H检验和Logistic回归分析进行统计分析。结果有28.98%大学生卫生应急素养水平较高, 且卫生应急素养水平较高报告率在是否独生子女、有无留守经历、不同性格类型、是否为学生干部和不同社团或社会活动频率间差异均有统计意义(χ²值分别为9.15, 7.90, 32.73, 16.29, 120.25, P值均＜0.05)。卫生应急素养4个维度等值化评分由高到低依次为中毒与核和辐射(0.84)、医学救援(0.83)、传染病疫情(0.82)、基本知识和行为(0.77)。Logistic回归分析发现, 有留守经历的大学生与卫生应急素养水平以及基本知识和行为、传染病疫情、医学救援、中毒与核和辐射4个维度认知水平均呈负相关(OR值分别为0.74, 0.72, 0.80, 0.80, 0.83), 性格类型(理智型)、社团或社会活动频率与大学生卫生应急素养水平及其4个维度认知水平均呈正相关(OR值分别为1.57, 1.50, 1.33, 1.27, 1.38), 独生子女大学生基本知识和行为认知水平较高(OR=3.73), 女生卫生应急素养以及传染病疫情、医学救援认知水平较高(OR值分别为1.21, 1.28, 1.21)(P值均＜0.05)。雷达图显示, 卫生应急素养认知水平为积极发展型雷达图。67.68%的学生主动获取卫生应急素养知识的意愿较高, 对卫生应急基本知识和行为相关知识的需求最高(52.37%)。结论陕西省大学生卫生应急素养水平不高, 但主动获取知识的意愿较高。应强化对有留守经历、非理智型、社团或社会活动频率较低学生的宣传教育。
- 卫生 /
- 健康教育 /
- 认知 /
- 知识 /
- 回归分析 /
- 学生
Abstract: Objective To understand the status and related knowledge requirements of health emergency literacy among college students in Shaanxi Province, so as to provide the basis for improving college students' health emergency literacy. Methods A total of 2 723 students from 18 colleges and universities in Shaanxi Province were selected by multi-stage random sampling and simple random sampling methods in November 2023, and the survey of health literacy in emergency and knowledge requirements of health emergency literacy was conducted. Statistical analysis was carried out by using χ² test, Wilcoxon rank-sum test, Kruskal-Wallis H test and Logistic regression analysis. Results About 28.98% of the surveyed college students had a high level of health emergency literacy, which varied by students whether being only one-child, whether having left-behind experience, with different personality types, whether being student cadres, and with different frequencies of community or social activities (χ²=9.15, 7.90, 32.73, 16.29, 120.25, P < 0.05). The equivalence scores of the four dimensions of health emergency literacy from high to low were poisoning and nuclear and radiation (0.84), medical rescue (0.83), infectious disease (0.82), and basic knowledge and behavior (0.77). Logistic regression analysis found that college students with left-behind experience were negatively correlated with health emergency literacy and its four dimensions (OR=0.74, 0.72, 0.80, 0.80, 0.83), while personality type (rational type), community or social activity frequency were positively correlated with the cognitive levels of health emergency literacy and its four dimensions among college students (OR=1.57, 1.50, 1.33, 1.27, 1.38)(P < 0.05). There was a higher level of basic knowledge and behavioral cognition among only child college students (OR=3.73), and female students had a higher level of health emergency literacy, as well as awareness of infectious disease outbreaks and medical rescue (OR=1.21, 1.28, 1.21)(P < 0.05). The radar map showed that the level of health emergency literacy was positive development radar map. About 67.68% of the students had a high willingness to acquire health emergency literacy knowledge, and the demand for basic health emergency knowledge and behavioral knowledge was the highest (52.37%). Conclusions College students have insufficient health emergency literacy, but they have the highest demand for health emergency. Publicity and education should be strengthened for students with left-behind experience, irrational type, and low frequency of community or social activities.
- Health /
- Health education /
- Cognition /
- Knowledge /
- Regression analysis /
- Students
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图 1 大学生卫生应急素养各条目认知水平

注：数据表示各条目等值化评分。

Figure 1. Cognitive level of each item of health emergency literacy in college students

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表 1 不同组别大学生卫生应急素养总分及各维度评分比较[M(P₂₅，P₇₅)]

Table 1. Comparison of the total score of health emergency literacy and the scores of each dimension among different groups in college students[M(P₂₅, P₇₅)]

组别	选项	人数	统计值	基本知识和行为	传染病疫情	医学救援	中毒与核和辐射	总分
在读阶段	大专	1 068		20.00(15.00, 23.00)	13.00(9.25, 15.00)	9.00(6.00, 10.00)	9.00(6.00, 10.00)	50.00(39.00, 57.00)
	本科	1 474		20.00(15.00, 23.00)	13.00(10.00, 15.00)	9.00(7.00, 10.00)	9.00(7.00, 10.00)	50.00(40.00, 58.00)
	研究生	181		20.00(16.00, 22.00)	13.00(9.00, 15.00)	9.00(7.00, 10.00)	10.00(7.00, 10.00)	50.00(42.00, 57.00)
			H值	0.11	0.84	2.48	3.11	0.49
			P值	0.95	0.66	0.29	0.21	0.78
性别	男	1 062		19.00(15.00, 23.00)	12.00(9.00, 15.00)	9.00(6.00, 10.00)	9.00(6.00, 10.00)	49.00(39.00, 57.00)
	女	1 661		20.00(16.00, 23.00)	13.00(10.00, 15.00)	9.00(7.00, 10.00)	9.00(7.00, 10.00)	50.00(41.00, 57.00)
			Z值	1.30	3.26	1.85	1.04	1.77
			P值	0.20	＜0.01	0.06	0.30	0.08
独生子女	是	749		20.00(16.00, 23.00)	14.00(10.00, 15.00)	9.00(7.00, 10.00)	10.00(7.00, 10.00)	51.00(41.00, 58.00)
	否	1 974		20.00(15.00, 23.00)	13.00(10.00, 15.00)	9.00(7.00, 10.00)	9.00(7.00, 10.00)	49.00(39.75, 57.00)
			Z值	2.66	1.66	1.46	1.60	2.41
			P值	0.01	0.10	0.15	0.11	0.02
留守经历	有	661		19.00(15.00, 22.00)	13.00(10.00, 15.00)	8.00(6.00, 10.00)	9.00(7.00, 10.00)	49.00(40.00, 56.00)
	无	2 062		20.00(15.75, 23.00)	13.00(10.00, 15.00)	9.00(7.00, 10.00)	10.00(7.00, 10.00)	50.00(40.00, 58.00)
			Z值	2.37	1.64	2.15	1.50	2.28
			P值	0.02	0.10	0.03	0.11	0.02
性格类型	理智型	1 530		20.00(16.00, 23.00)	14.00(10.00, 15.00)	9.00(7.00, 10.00)	10.00(7.00, 10.00)	52.00(42.00, 58.00)
	情绪型	912		19.00(15.00, 22.00)	12.00(9.00, 15.00)	8.00(6.00, 10.00)	9.00(6.00, 10.00)	48.00(37.00, 56.00)
	意志型	281		19.00(15.00, 22.50)	13.00(10.00, 15.00)	8.00(6.50, 10.00)	9.00(7.00, 10.00)	49.00(40.00, 57.00)
			H值	44.53	20.63	17.10	24.99	39.41
			P值	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01
学生干部	是	944		20.00(16.00, 23.00)	14.00(10.00, 15.00)	9.00(7.00, 10.00)	10.00(7.00, 10.00)	51.00(40.00, 58.00)
	否	1 779		19.00(15.00, 23.00)	13.00(10.00, 15.00)	9.00(7.00, 10.00)	9.00(7.00, 10.00)	49.00(39.00, 57.00)
			Z值	2.91	2.24	2.33	1.60	2.97
			P值	＜0.01	0.03	0.02	0.11	＜0.01
社团或社会活	较高	650		22.00(19.00, 25.00)	15.00(12.00, 15.00)	10.00(8.00, 10.00)	10.00(8.00, 10.00)	56.00(48.00, 60.00)
动频率	较低	2 073		19.00(15.00, 22.00)	12.00(9.00, 15.00)	8.00(6.00, 10.00)	9.00(6.00, 10.00)	48.00(38.00, 56.00)
			Z值	13.99	9.10	9.01	7.79	12.61
			P值	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01

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表 2 不同组别大学生卫生应急素养及各维度认知水平较高报告率比较

Table 2. Comparison of reporting rates of higher cognitive levels for health emergency literacy and each dimension among different groups in college students

组别	选项	人数	统计值	基本知识和行为	传染病疫情	医学救援	中毒与核和辐射	卫生应急素养
在读阶段	大专	1 068		299(28.00)	415(38.86)	451(42.23)	505(47.28)	299(28.00)
	本科	1 474		422(28.63)	597(40.50)	671(45.52)	732(49.66)	437(29.65)
	研究生	181		43(23.76)	77(42.54)	86(47.51)	97(53.59)	53(29.28)
			χ²值	1.90	1.22	3.50	3.04	0.83
			P值	0.39	0.54	0.17	0.22	0.66
性别	男	1 062		293(27.59)	400(37.66)	453(42.66)	510(48.02)	301(28.34)
	女	1 661		471(28.36)	689(41.48)	755(45.45)	824(49.61)	488(29.38)
			χ²值	0.19	3.93	2.06	0.65	0.34
			P值	0.66	0.05	0.15	0.42	0.56
独生子女	是	749		242(32.31)	319(42.59)	356(47.53)	383(51.13)	249(33.24)
	否	1 974		522(26.44)	770(39.01)	852(43.16)	951(48.18)	540(27.36)
			χ²值	9.26	2.91	4.20	1.90	9.15
			P值	＜0.01	0.09	0.04	0.17	＜0.01
留守经历	有	661		156(23.60)	240(36.31)	269(40.70)	301(45.54)	163(24.66)
	无	2 062		608(29.49)	849(41.17)	939(45.54)	1 033(50.10)	626(30.36)
			χ²值	8.59	4.94	4.76	4.17	7.90
			P值	＜0.01	0.03	0.03	0.04	0.01
性格类型	理智型	1 530		491(32.09)	660(43.14)	724(47.32)	802(52.42)	509(33.27)
	情绪型	912		203(22.26)	323(35.42)	367(40.24)	395(43.31)	206(22.59)
	意志型	281		70(24.91)	106(37.72)	117(41.64)	137(48.75)	74(26.33)
			χ²值	28.91	14.87	12.54	18.97	32.73
			P值	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01
学生干部	是	944		296(31.36)	405(42.90)	458(48.52)	485(51.38)	319(33.79)
	否	1 779		468(26.31)	684(38.45)	750(42.16)	849(47.72)	470(26.42)
			χ²值	7.79	5.10	10.10	3.30	16.29
			P值	0.01	0.02	＜0.01	0.07	＜0.01
社团或社会活动频率	较高	650		296(45.54)	344(52.92)	375(57.69)	395(60.77)	299(46.00)
社团或社会活动频率	较低	2 073		468(22.58)	745(35.94)	833(40.18)	939(45.30)	490(23.64)
			χ²值	129.26	59.48	61.46	47.41	120.25
			P值	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01
注：()内数字为报告率/%。

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表 3 大学生卫生应急素养认知影响因素的Logistic回归分析(n=2 723)

Table 3. Logistic regression analysis of the influence factor of health emergency literacy in college students(n=2 723)

卫生应急素养及维度	常量与自变量	β值	标准误	Wald χ²值	P值	OR值(95%CI)
卫生应急素养	常量	-1.55	0.11	182.75	＜0.01	0.21
	性别	0.19	0.09	4.43	0.04	1.21(1.01~1.45)
	留守经历	-0.31	0.11	8.39	＜0.01	0.74(0.60~0.91)
	性格类型
	意志型	0.17	0.16	1.11	0.29	1.19(0.86~1.63)
	理智型	0.45	0.10	20.34	＜0.01	1.57(1.29~1.90)
	社团或社会活动频率	0.99	0.10	107.28	＜0.01	2.70(2.24~3.26)
基本知识和行为	常量	-1.56	0.12	183.15	0.06	0.21
	独生子女	0.19	0.10	3.73	＜0.01	1.21(1.00~1.46)
	留守经历	-0.33	0.11	9.42	＜0.01	0.72(0.58~0.89)
	性格类型
	意志型	0.11	0.16	0.41	0.52	1.11(0.81~1.53)
	理智型	0.4	0.10	16.27	＜0.01	1.50(1.23~1.82)
	社团或社会活动频率	1.04	0.10	115.99	＜0.01	2.82(2.34~3.41)
传染病疫情	常量	-0.85	0.10	75.57	＜0.01	0.43
	性别	0.24	0.08	8.70	＜0.01	1.28(1.09~1.50)
	留守经历	-0.22	0.09	5.68	0.02	0.80(0.66~0.96)
	性格类型
	意志型	0.09	0.14	0.38	0.54	1.09(0.82~1.45)
	理智型	0.28	0.09	10.32	＜0.01	1.33(1.12~1.58)
	社团或社会活动频率	0.70	0.09	57.46	＜0.01	2.01(1.68~2.41)
医学救援	常量	-0.60	0.10	40.32	＜0.01	0.55
	性别	0.19	0.08	5.51	0.02	1.21(1.03~1.42)
	留守经历	-0.22	0.09	5.62	0.02	0.80(0.67~0.96)
	性格类型
	意志型	0.04	0.14	0.08	0.78	1.04(0.79~1.37)
	理智型	0.24	0.09	7.62	＜0.01	1.27(1.07~1.51)
	社团或社会活动频率	0.71	0.09	59.38	＜0.01	2.04(1.70~2.44)
中毒与核和辐射	常量	-0.43	0.09	21.21	＜0.01	0.65
	留守经历	-0.19	0.09	4.48	0.03	0.83(0.69~0.99)
	性格类型
	意志型	0.20	0.14	2.16	0.14	1.23(0.93~1.61)
	理智型	0.32	0.09	14.05	＜0.01	1.38(1.17~1.64)
	社团或社会活动频率	0.62	0.09	44.09	＜0.01	1.85(1.54~2.22)

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