应用秩和比法综合评价碘缺乏病健康教育效果

The Effects of Health Education on Iodine Deficiency Disorders Comprehensively Evaluated with the RSR Method

目的应用秩和比法综合评价碘缺乏病健康教育质量,提高碘缺乏病健康教育效果。方法采用小学生碘缺乏病健康教育开课学校数,学生知晓率差值,开展家庭妇女碘缺乏病健康教育村数,家庭主妇知晓率差值,广播、电视播放科普节目和公益广告次数,发放健康教育宣传画册、折页等宣传品数量,报刊发表宣传文章数,张贴标语条数,办宣传栏期数,宣传咨询活动次数作为评价指标,应用秩和比法对2009—2013年碘缺乏病健康工作质量进行综合评价。结果碘缺乏病健康教育效果的排序为2009年>2010年>2012年>2013年>2011年,除2010年与2012年和2013年,2012年与2013年,2013年和2011年之间的差异无统计学意义(P>0.05)外,其余年度两两之间的差异有统计学意义(P<0.05)。结论应用秩和比法综合评价碘缺乏病健康教育效果,原理简明,计算简单,不仅能对健康教育效果进行排序,还能进行两两比较,值得推广应用。

Objective RSR was used to evaluate the effects of health education on iodine deficiency disorders, improve health education effect of iodine deficiency disorders. Methods Pupils using iodine deficiency disorders health education courses in several schools, student awareness of difference, carry out health education for iodine deficiency disorders house_wives several villages, housewives awareness of difference, radio, television science programs and the number of public ser_vice ads, paid health education and promotion the number of catalogs, brochure and other promotional materials, the number of articles published in the press publicity, the number of putting up posters, billboards do installments, publicity and con_sultation activities as the number of evaluation, RSR was used to comprehensively evaluate and analyze the effects of health education on iodine deficiency disorders. Results Sort iodine deficiency disorders on health education for the 2009〉 2010〉2012〉 2013〉 2011, except in 2010 and 2012 and 2013, 2012 and 2013, the difference between 2013 and 2011, no statisti_cally significant（P〉 0.05）, the difference between each two remaining years were statistically significant （P〈0.05）. Conclu-sion RSR was used to evaluate the effects of health education on iodine deficiency disorders, the principle of simplicity, the calculation is simple, not only on health education sequencing effects, but also for pairwise comparisons, should be widely applied.