2010年甘肃省临夏回族自治州碘缺乏病知行信现状调查

The KAP status of Iodine Deficiency Disorders in Linxia Hui Autonomous Prefecture of Gansu in 2010

目的了解甘肃省碘缺乏病重点地区碘缺乏病健康教育现状。方法采用随机抽样方法对临夏州8县(市)1225名五年级小学生和797名育龄妇女进行碘缺乏病问卷调查。结果学生对缺碘造成甲状腺肿、智力低下和生傻孩子知晓率分别为88.8%、85.6%和68.7%,差异有统计学意义(P<0.05),碘盐是最好防治方法的知晓率为90.0%,向父母宣传的行为具有率为52.9%,认为碘缺乏病一定能预防的信念具有率为87.3%。育龄妇女对缺碘造成甲状腺肿、智力低下和生傻孩子知晓率分别为86.2%、70.0%和46.3%,差异有统计学意义(P<0.05),碘盐是最好防治方法的知晓率为87.3%,以防伪标志购盐的行为具有率分别为60.2%,菜熟时放盐的行为具有率分别为69.8%;学生对缺碘造成危害的知晓率高于育龄妇女,差异有统计学意义(P<0.05)。结论在目前以学校为主要场所的宣传模式下,临夏州总体碘缺乏病知行信水平高于甘肃省水平,但不同县(市)、不同目标人群及不同知识点的知行信水平差异很大,因此必须加强健康教育工作的过程评估,结合民族特点和实际情况,探讨宗教场所的健康教育模式。在认知的水平上,要强化态度、信念和行为转变这个健康教育的最终目的,使健康教育的效果更持久。

Objective To survey status on health education of Iodine Deficiency Disorders （IDD） in IDD seri- ous endemic areas in Gansu Province. Methods The stratified sampling and questionnaire survey methods were selected in 8 counties. 1225 primary school students in Grade 5 and 797 childbearing women were enrolled. Results The percent- age of the pupil awareness about the role of IDD resulting in goiter, the role of IDD playing in intelligence damage, the role of IDD playing in born silly children were 88.8% , 85.6% , 68. 7% respectively （ P 〈 0.05 ） , and 86. 2% , 70. 0% , 46. 3% among women （ P 〈 0. 05 ）, those rates in women were lower than that in pupils （ P 〈 0. 05 ）. The pupil who knew iodated salt as the key measure to prevent IDD were 90. 0%, and 87. 3% among women, 87. 3% of pupils believed that IDD could be prevented by iodized salt, and 52. 9% of them told this information to parent. The women who were buying and eating iodized salt consciously were 60. 2% and 69. 8%. Condusion Through school health education model, level of integrated knowledge, attitude and practice （KAP） in Linxia Hui Autonomous Prefecture were higher than province lev- el. However KAP were obviously difference among counties, target population and health knowledge. It should be carried out process evaluation and religion based health education model to understand and solve these problems, and strengthen at- titude and practice on health education intervention for sustaining development.