微信和参与式课堂对大学生健康素养干预效果评价

Intervention effect of blended health literacy education combining WeChat and participatory class among college students

目的探讨微信和参与式课堂相结合的混合式教育对大学生健康素养水平的影响,为高校制定健康教育措施提供参考。方法采取随机整群抽样的方法,抽取广州市某非医学高校10个班级的378名大一学生作为研究对象。干预组(193名)接受微信和参与式课堂相结合的混合式健康素养教育,对照组(185名)不接受混合式健康素养教育,两组研究对象其他健康教育活动均不受限制。于健康教育前后对所有大学生进行《大学生健康素养调查问卷》调查。结果干预前,干预组与对照组研究对象一般情况、健康素养水平差异均无统计学意义(P值均>0.05)。干预后,干预组健康素养总分、基本知识和理念、健康技能得分分别为(54.34±6.03)(23.91±2.44)(12.39±2.32)分,6类健康问题中的传染病防治、慢性病防治、安全与急救、健康信息得分分别为(5.59±1.34)(10.17±1.57)(12.88±1.55)(6.33±1.58)分,均高于对照组,差异均有统计学意义(t值分别为3.50,2.50,3.94,2.50,2.79,2.48,2.12,P值均<0.05)。干预后,干预组健康素养水平为71.5%(138/193),对照组为51.9%(96/185),差异有统计学意义(χ~2=15.40,P<0.01)。结论微信和参与式课堂相结合的教育可有效提高大学生健康素养,可为高校开展健康素养干预提供参考。

Objective To explore the effect of blended health literacy education combining We Chat and participatory class among college students,and to provide references for enriching the technology of health education in college.Methods Using cluster random sampling method,378 freshmen from 10 classes of a non-medical college in Guangzhou were selected as the research objects.The intervention group(193)was given blended health literacy education including We Chat and participatory class education,while the control group(185)recieved no intervention.The other types of health educaiton were not limited in both groups.A survey was conducted among those college students before and after the health education by applying Questionnaire on College Students’Health Literacy.Results According to the baseline survey,there were no significant differences between the intervention group and the control group in the level of health literacy and basic situations(P>0.05).But after the intervention,the scores of health literacy and basic health concept and knowledge,health skills of three aspects were(54.34±6.03)(23.91±2.44)(12.39±2.32)respectively,and infectious diseases prevention,chronic diseases prevention,safety and first aid,health information of six health issues were(5.59±1.34)(10.17±1.57)(12.88±1.55)(6.33±1.58),higher than those in the control group,and the differences were statistically significant(t=3.50,2.50,3.94,2.50,2.79,2.48,2.12,P<0.05).The overall health literacy level of the intervention group was 71.5%(138/193)and the control group was 51.9%(96/185),there was significant difference between two groups(χ~2=15.40,P<0.01).Conclusion Blended health literacy education improves college students’health literacy level sbustantially,which may provide references to the technology of health literacy intervention in college.