武汉市高校教师中医养生保健素养现状及其影响因素分析

Analysis on status of Traditional Chinese Medicine health care literacy and its influence factors among university teachers in Wuhan City

目的了解高校教师中医养生保健素养现状及其影响因素,为提高高校教师中医养生保健水平,制定有效的干预措施提供依据。方法采用问卷调查法,按照高校属性分层抽取武汉市高校教师420名为研究对象进行调查。结果共调查420人,有效问卷为404份,问卷回收率为96.2%。武汉市高校教师总体中医养生保健素养的水平是36.9%,具备中医养生保健理念和知识、中医保健内容和方法及中医养生保健健康生活方式和行为3个方面素养的比例分别为48.0%、32.4%和31.5%。单因素分析显示,不同性别(x^2=4.927,P<0.05)、年龄(X^2=19.634,P<0.01)、文化程度(x^2=22.673,P<0.01)及患慢性病情况(x^2=12.517,P<0.01)对高校教师中医养生保健素养水平的影响差异具有统计学意义。多因素Logistic回归分析显示,影响高校教师中医养生保健素养水平的因素是性别(OR=1.740)、文化程度(OR=0.336～0.730)及年龄(OR=2.170～4.025)。结论高校教师中医养生保健素养水平相对较高,主要受性别、文化程度及年龄的影响,应针对高校教师的特点及其影响因素,采取相应的措施提高高校教师中医养生保健素养水平。

Objective To understand TCM health care literacy and its influence factors among university teachers,and provide evidences for developing appropriate intervention measures and strategies to improve literacy of university teach-ers.Methods According to university attributes to investigate 420 teachers by stratified sampling in Wuhan,and use the questionnaire survey.Results A total of 420 people participated in the survey and the effective sample included 404 indi-viduals,the sample recovery rate was 96.2%.The teachers,TCM health care literacy level was 36.9%,the proportion of concept and knowledge,content and methods,healthy lifestyle and behavior of TCM health care were 48.0%,32.4%,31.5%,respectively.Univariate analysis showed that there were significant differences in TCM heath care literacy among different gender(^2=4.927,P<0.05),age(^2=19.634,P<0.01),educational level(x=22.613,P<Q.Q1)and chronic disease condition(y2=12.517,P<0.01).Logistic regression analysis showed that the main factors influence the teacher'TCM health care literacy were gender,age and educational level.Conclusion The level of TCM health care literacy of university teachers is relatively high,mainly affected by gender(OR=1.740),education(OR=0.336-0.730)and age(OR=2.170-4.025),to take appropriate measures to improve the level of university teachers in TCM health care literacy should be based on the characteristics of university teachers and influencing factors.