广东省妇幼保健院孕妇学校不同课程模式效果及影响因素分析

Effects of and factors associated with different curricula modes at pregnant women school in Guangdong Women and Children Hospital

目的 比较广东省妇幼保健院孕妇学校不同课程模式的效果,并分析影响因素,为个体化宣教提供依据。方法 从该院孕妇学校健康教育管理系统获取15 350名注册用户的数据,对不同课程模式的参与率、课后答题正确率、教学满意度以及不同课程模式的参与率、课后答题正确率的影响因素进行分析。结果 直播课参与率(66.4%)高于录播课(27.9%)及线下课(4.0%)(χ^(2)=4 564.320,P <0.001;χ^(2)=13 093.243,P <0.001)。参与直播课用户答题正确率(40.7%)高于录播课(29.9%)和线下课(22.8%)(χ^(2)=149.929,P <0.001;χ^(2)=78.323,P <0.001)。直播课的教学满意度得分[(90.96±8.39)分]高于线下课[(30.30±13.85)分](t=-23.19,P <0.001)。直播课参与率的回归分析中,相对已分娩用户,孕晚期用户的OR值为3.927。录播课参与率的回归分析中,相对已分娩用户,备孕、孕早中期、孕晚期用户的OR值为0.311、0.217、0.488。线下课参与率的回归分析中,相对已分娩用户,备孕、孕早中期、孕晚期用户的OR值为0.043、0.199、0.083;相比高龄用户,非高龄用户线下课参与率的OR值为0.778。课程答题正确率的回归分析中,相对已分娩用户,备孕、孕早中期及孕晚期用户的OR值为1.301、2.078及4.798,相对参与直播课的用户,不参与直播课用户的OR值为0.052;相对参与录播课的用户,不参与录播课用户的OR值为1.116;相对参与线下课的用户,不参与线下课用户的OR值为1.287。结论 孕妇学校直播课程优势明显。不同孕产状况用户不同课程模式参与率不同,建议妇幼保健机构可着重加强对孕晚期和非高龄用户开设线上课程(直播+录播),并继续重点为高龄用户开设线下课。导致不同孕产状况用户的课题答题正确率差异原因有待进一步研究。

Objective To compare the effects of different curricula modes at pregnant women school of Guangdong women and children Hospital,and analyze the factors associated with it so as to provide evidence for individualized health education.Methods Data of 15350 registered users were obtained from the health education management system of the pregnant women school in our hospital.The participation rate,post-teaching correct answer rate and satisfaction score of different curricula,and factors associated with the rates of participation and post-teaching correct answer of different curricula were analyzed.Results The participation rate of live-streaming curricula(66.4%)was significantly higher than that of video lessons(27.9%)and offline curricula(4.0%)(χ^(2)=4564.320,P<0.001;χ^(2)=13093.243,P<0.001).The post-teaching correct answer rate of users who participated in live-streaming curricula was significantly higher than that of video lessons(29.9%)and offline curricula(22.8%)(χ^(2)=149.929,P<0.001;χ^(2)=78.323,P<0.001).The teaching satisfaction score of users who participated in live-streaming curricula(90.96±8.39)was significantly higher than that of offline curricula(30.30±13.85)(t=-23.19,P<0.001).Regression analysis of live-streaming curricula participation rate showed that the OR value of late pregnant women was 3.927 compared with puerpera.Regression analysis of video lessons participation rate showed that the OR value of the users who were preparing for pregnancy,early and middle pregnancy,and late pregnancy was 0.311,0.217 and 0.488,respectively compared with puerpera.Regression analysis of offline curricula participation rate showed that the OR value of the users who were preparing for pregnancy,early and middle pregnancy,and late pregnancy was 0.043,0.199,and 0.083,respectively compared with puerpera;meanwhile,the OR value of of the non-elderly users was 0.778 compared with elderly users.Regression analysis of post-teaching correct answer rate showed that the OR value of the users who were preparing for pregnancy,early and middle pregnancy,and late pregnancy was 1.301,2.078 and 4.798,respectively compared with puerpera;the OR values of users who did not participate in live-streaming curricula was 0.052 compared with those who did it;meanwhile,the OR values of users who didn’t participate video lessons was 1.116 compared with those who did it;the OR values of users who didn’t participated offline curricula was 1.287 compared with those who did it.Conclusion The advantages of live-streaming curricula at pregnant women’s school are obvious.The participation rate of users were different in various curricula modes and with diverse maternity conditions.It is recommended to provide online curricula(live-streaming and video lessons)for late pregnancy and young pregnant users,and continue providing offline curricula focusing on elderly users.The reasons why postteaching correct answer rate of users with various maternity conditions is different need to be further studied.