同伴教育在改善学龄前儿童营养与饮食现状中的应用

Application of peer education in improving the nutrition and dietary status in preschool children

目的：探讨同伴教育在改善学龄前儿童营养与饮食现状中的效果。方法：采用随机分层抽样方法，选取无锡市锡山区有代表性的3所社区中心幼儿园共约300名学龄儿童作为研究对象（大中小班各100名）。由培训专人对幼儿进行营养健康相关知识、态度及饮食行为的问卷调查，并对幼儿进行一般体格检查，了解幼儿的营养和健康状况。根据调查结果有针对性地制定营养教育的具体内容。采用同伴教育模式进行营养教育（1～2h／周，16周），大一中一小班配对组成健康小组，大班幼儿依次完成对低年龄班级幼儿的组间指导。干预教育结束再次由先前专人对幼儿进行营养健康相关知识、态度及饮食行为的问卷调查，并进行幼儿一般体格检查。结果：通过干预教育，幼儿对于饮食与营养基本知识、态度及行为均较干预前有明显改善，差异有统计学意义（P〈0．05）。年龄别身高Z评分（HAZ），年龄别体重Z评分（WAZ）以及身高别体重Z评分（WHZ）三指标均较与干预前有明显改善，差异有统计学意义（P〈0．05）。结论：同伴教育是一个对于改善学龄前儿童营养与饮食状况非常适用且效果较好的干预方式，值得实践推广。

Objective： To explore the effect of peer education in improving the nutrition and dietary status in preschool children. Methods： A random stratified sampling method was used to select 300 preschool children （100 children in each grade） as study objects from three typical community central kindergartens in Xishan district of Wuxi city. Nutrition and health - related knowledge, attitude and practice of the children were surveyed by the specially - trained persons, physical examination was performed among the children to under- stand their nutrition and health status. According to the survey results, the specific contents of nutritional education was formulated. Nutrition education was conducted via peer education （ 1 -2 hour per week for 16 weeks） . Health groups were formed by pairing the children in each grade, the children in the elder grade completed guidance for the children in the younger grade. After peer education, a questionnaire survey about nutrition and health - related knowledge, attitude and practice was conducted by the specially - trained persons, and physical examina- tion was conducted again. Results： The knowledge, attitude and practice of the children towards diet and nutrition after peer education were improved significantly compared with before peer education （ P 〈 0. 05 ） . The Z values of height for age （ HAZ ） , weight for age （ WAZ）, height for weight （WHZ） were all improved after peer education, compared with before peer education, there was statistically significant difference （ P 〈 0. 05 ） . Conclusion： Peer education is a good method for improving the nutrition and health status of preschool children, which is worthy to be popularized.