不同干预模式对6步洗手法健康教育效果的影响

Intervention effects on publicity materials of six-step washing hand skill among different study groups

目的为了解采用视听动不同途径进行组合干预的学习模式对6步洗手法传播材料干预效果的影响。方法按照随机整群抽样的方法,选取山西省大同市某中学初中一年级6个班的全部学生372人作为调查对象。每个班为一组,每组随机对应不同的学习模式干预方法,分别为"听"组、"看"组、"看+听"组、"听+动"组、"看+动"组和"看+听+动"组,对各组进行干预宣传后,调查其3 h后、3 d后和15 d后的洗手操作情况。结果干预实施后的3 h、3 d和15 d,各组的洗手操作均分有差异(P<0.001),且随着时间推移得分逐渐下降(P<0.001);在每个调查时间,"看+听+动"组得分最高(3 h调查均分高达9.26分);洗手核心步骤中,步骤2得分最高(各组均高于0.95分),在"听"组、"看"组和"看+听"组中,步骤5和步骤7得分最低("听"组和"看"组中得分均低于0.45分),在"听+动"组、"看+动"组和"看+听+动"组中,6个核心步骤得分均较高("看+动"组和"看+听+动"组均高于0.90分)。结论采用2种以上途径进行组合干预的学习模式的效果优于单纯采用某一种途径的学习模式,通过视听动3种学习途径进行组合干预的效果最佳;动手操作和实践可以使学习效果更好、更持久;要对一些较难理解、知晓和操作水平较差的洗手操作步骤进行重点宣传和教育。

Objective To understand the influence of different study model combined by viewing, hearing and acting on intervention effect of publicity materials of six-step wash technique. Methods According to random cluster sampling, all of 372 students of six classes in first grade in a middle school were investigated in Datong City of Shanxi Province. Six classes were respectively six groups, exactly the group of hearing, viewing, viewing ＋ hearing, hearing ＋ acting, viewing ＋ acting, and viewing ＋ hearing ＋ acting. After intervention, the situation of six-step wash technique was investigated in 3 h, 3 d and 15 d. Results There were differences among the score of 3 h, 3 d and 15 d in 6 groups （P 〈 0. 001 ） , and it declined with time （ P 〈 0. 001 ）. At every survey time, the group of viewing ＋ hearing ＋ acting had the highest score （ even 9. 26 in 3 h）. In the core steps of washing, the 2nd step had the highest score （above 0. 95 in every group）. The 5th step and the 7th step had the lowest scores in the groups of hearing, viewing and viewing ＋ hearing. The scores of hearing and viewing were lower than 0. 45. In the groups of hearing ＋ acting, viewing ＋ acting, and viewing ＋ hearing ＋ acting, the scores of 6 core steps were all higher （ above 0. 90 in the groups of viewing ＋ acting and viewing ＋ hearing ＋ acting）. Conclusion The effects of study models combined by more than two channels were better than the effects of study models in one channel. The study model combined by 3 channels （viewing, hearing and acting） had the best intervention effect. Practice could make the study effect better and more durable. The washing steps, which were harder to understand and had lower level of awareness and practice, should be focused on in propaganda and education.