某高校艾滋病防治赋能教育效果评价

谭美春; 王春苗; 刘欢; 袁兆康

doi:10.16835/j.cnki.1000-9817.2022.03.016

某高校艾滋病防治赋能教育效果评价

doi: 10.16835/j.cnki.1000-9817.2022.03.016

1.
江西科技学院医学院, 南昌 330098
2.
南昌大学公共卫生学院

基金项目:

江西省卫生健康委科技计划项目 20202020

江西科技学院人文社会科学课题项目 RW1909

详细信息

作者简介:
谭美春(1981-)，女，江西吉安人，硕士，副教授, 主要研究方向为医学教育

利益冲突声明 所有作者声明无利益冲突。
中图分类号: G647.8 R512.91
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- 被引次数: 0
出版历程
- 收稿日期: 2021-10-31
- 修回日期: 2022-01-07
- 网络出版日期: 2022-03-29
- 刊出日期: 2022-03-25

Effect of empowerment educational program on AIDS prevention and treatment in one university

1.
Medical College of Jiangxi Science and Technology University, Nanchang (330098), China

摘要

摘要: 目的应用赋能理论的教育方法开展高校艾滋病防治教育，并与传统健康教育方法效果进行比较。方法以江西省某高校2018和2019年大一新生为研究对象，采用二阶段分层抽样方法选择对照组(223名)和实验组(226名)，采取传统健康教育方法、赋能理论教育方法分别对对照组、实验组进行艾滋病防治知识健康教育，干预1个学期后，比较不同干预方式的干预效果。结果实验组干预前后艾滋病知识知晓率(65.02%，82.96%)差异有统计学意义(χ²=61.02，P < 0.05)、态度行为总体得分(16.71±2.53，18.58±1.95)差异有统计学意义(t=-2.66，P＜0.05)；对照组干预前后艾滋病相关知识知晓率(67.70%，96.02%)差异有统计学意义(χ²=18.64，P＜0.05)，而态度行为总体得分(16.52±1.50，17.16±1.57)差异无统计学意义(t=-1.51，P=0.14)。干预前两组知晓率差异无统计学意义(χ²=0.36，P=0.55)，干预后两组知晓率差异有统计学意义(χ²=20.42，P＜0.01)。干预前后两组态度行为得分差值差异均有统计学意义(P值均 < 0.05)。结论赋能教育方法能提高大学生艾滋病知晓率，帮助大学生树立对艾滋病及其感染者的客观态度以及降低高危性行为，且效果优于传统教育方法。
- 获得性免疫缺陷综合征 /
- 健康教育 /
- 健康促进 /
- 干预性研究 /
- 学生
Abstract: Objective To apply and evaluate the effect of empowerment educational program on AIDS prevention and treatment among freshmen in one university. Methods The method of two-stage stratified sampling was used to select the experimental and control group. The traditional health education was implemented among the control group, and the empowerment education was implemented for the experimental group. The effect of the two groups was compared before and after intervention. Results For experimental group, the awareness rate of AIDS(65.02%) (χ²=61.02, P < 0.01) and the overall score of attitude and behavior(16.71±2.53)(t=-2.66, P < 0.05) were significantly improved after intervention(82.96%, 18.58±1.95). For the control group, there was significant difference in awareness rate of AIDS after intervention(67.70% vs 96.02%, χ²=18.64, P < 0.05), while there was no statistical difference in overall score of attitude and behavior after intervention(16.52±1.50 vs 17.16±1.57, t=-1.51, P=0.14). There was no significant difference in awareness rate between the two groups before intervention (χ²=0.36, P=0.55), but there was a statistical difference after intervention (χ²=20.42, P < 0.01). There was statistical difference in attitude and behavior scores between the two groups after intervention (P < 0.05). Conclusion Empowerment educational program can improve the awareness rate of AIDS among college students, help to establish an objective attitude towards AIDS and infected patients, and to reduce high-risk sexual behavior, also it is more effective compared to traditional education method.
- Acquired immunodeficiency syndrome /
- Health eucation /
- Health promotion /
- Intervention studies /
- Students
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

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表 1 艾滋病防治知识教育赋能四阶段计划

Table 1. Four-stage plan of empowerment for AIDS prevention knowledge education

阶段	内容	方法	目标
进入阶段(确立问题)	艾滋病的性质	通过公众号、建立4个微信群(每群不多于50人)，发布主题讨论“艾滋病知多少”	通过主题讨论激发学生自主学习了解艾滋病的相关知识
进展阶段(抒发情感)	艾滋病的临床特点及预后	线上观影、案例分享等, 共6次	通过一些真实案例的学习，帮助学生进一步认识艾滋病，从而树立正确的信念及价值观
深入阶段(主动学习)	艾滋病的传播途径、预防措施及治疗方法	主题班会、情景剧、讲座等, 共4次	通过客观全面了解艾滋病相关知识，帮助学生掌握艾滋病的预防措施，从而具备远离艾滋病的能力
内化阶段(态度行为转化)	知识-态度-行为内化	演讲比赛、辩论赛等, 共4次	通过现场的团体活动，营造防艾氛围，激发学生的内在潜能，身体力行，用实际行动来预防艾兹病

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表 2 实验组与对照组学生艾滋病态度、行为得分干预前后差值比较(x±s)

Table 2. Comparison of D-value before and after intervention in AIDS attitude and behavioral scores between two groups(x±s)

组别	人数	态度			行为
组别	人数	T1	T2	T3	X1	X2	X3
实验组	226	0.13±0.04	0.22±0.03	0.24±0.01	0.60±0.08	0.27±0.05	0.35±0.04
对照组	223	0.09±0.01	0.14±0.04	0.11±0.01	0.15±0.02	0.15±0.02	0.16±0.01
t值		2.80	3.17	3.78	7.25	3.93	4.92
P值		0.01	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01
注：态度条目中T1：如果怀疑自己感染了艾滋病，会主动到医院检查；T2:如果感染了艾滋病，会主动告知身边的朋友、同学、同事亲人等；T3:如果身边的朋友感染了艾滋病，你们的关系及日常交往不会受到影响。行为条目中X1:我觉得我不会和陌生人发生性关系；X2：我觉得任何时候发生性行为时一定要使用安全套；X3：我觉得男女朋友间发生性行为时也需要使用安全套。

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