<strong>Background:</strong> India being the country with largest adolescent population in the world, needs a special focus on the health services as the status of an adolescent determines the health statu...<strong>Background:</strong> India being the country with largest adolescent population in the world, needs a special focus on the health services as the status of an adolescent determines the health status in his/her adulthood. Some of the major issues faced by the adolescents include: mental health problems, early pregnancy and childbirth, (HIV/STI) and other infectious diseases, violence, injuries and malnutrition. The present study aims to understand the effectiveness of peer-led intervention on knowledge, attitude and practices related to sexual reproductive and mental health issues in adolescents among participants and non-participants. The study was carried out to improve the health-seeking behaviour of adolescents on sexual reproductive and mental health issues in low resource setting across four states in India. <strong>Methods:</strong> The study adopted a cross-sectional survey which was conducted on 400 adolescents from each of the four districts namely Bangalore, Khagaria-Bihar, Khed-Pune and Sahinganj-Jharkhand. A comparative analysis was conducted between the participants and the non-participants of the intervention to understand the effectiveness of the intervention on the KAP related to sexual reproductive and mental health of adolescents.<strong> Results:</strong> The study shows that the participants from Karnataka and Maharashtra had better knowledge in emergency contraception, HIV awareness, use of contraceptives and consumption of IFA’s than the non-participants;both the participants and the non-participants showed a positive behaviour in help-seeking in case of psychological challenges. <strong>Conclusion:</strong> The peer-led approach was found to be an effective strategy for learning, sharing and monitoring adolescent sexual reproductive and mental health.展开更多
目的探讨以问题为基础的教学方法(problem-based learning,PBL)与同伴主导的小组学习法(peer-led team learning,PLTL)相结合的新型教学法在临床静脉输液治疗小教员专项护理技能培训中的应用效果。方法培训前期选取典型病例和设计相关问...目的探讨以问题为基础的教学方法(problem-based learning,PBL)与同伴主导的小组学习法(peer-led team learning,PLTL)相结合的新型教学法在临床静脉输液治疗小教员专项护理技能培训中的应用效果。方法培训前期选取典型病例和设计相关问题,并提前下发给静脉输液治疗小教员。组建以"同伴骨干"为中心的研讨小组,围绕病例和问题开展多次研讨和操作技能培训。以培训前后静脉输液治疗小教员的理论和操作考核成绩作为近期培训效果评价指标,以培训前1周内及培训后6个月全院静脉输液治疗质量检查结果作为长期效果评价指标。结果培训后,静脉输液治疗小教员静脉留置针相关理论知识和操作技能考核成绩均高于培训前(P<0.05);培训后6个月,全院输液工具选择合格率、穿刺成功率及冲封管方法正确率均高于培训前(P<0.05),静脉输液并发症发生率低于培训前(P<0.05)。结论 PBL与PLTL结合教学法应用于临床静脉输液治疗小教员的培训能有效提高培训效果,提升静脉输液治疗小教员的综合能力及医院静脉输液护理质量。展开更多
目的探讨同伴教育对永久性结肠造口患者生活质量及社会心理适应状况的影响。方法 2015年1月至2016年6月,便利抽样法选择在某院治疗的结肠造口患者113例为研究对象,采用抽签法将其分为观察组(n=56)和对照组(n=57)。对照组患者采用常规的...目的探讨同伴教育对永久性结肠造口患者生活质量及社会心理适应状况的影响。方法 2015年1月至2016年6月,便利抽样法选择在某院治疗的结肠造口患者113例为研究对象,采用抽签法将其分为观察组(n=56)和对照组(n=57)。对照组患者采用常规的健康教育形式,观察组患者进行同伴教育。干预前后采用欧洲癌症研究与治疗组织的生活质量核心量表(European Organization for research and treatment of cancer quality of life queationnaire core-30,EORTC QLQ-C30)和结肠造口患者社会心理适应量表对患者调查并比较。结果干预前,所有患者QLQ-C30功能维度中,角色功能、情绪功能和社会功能得分低于常模,差异均有统计学意义(均P<0.05);与症状相关的维度方面,患者疲劳、食欲下降、失眠、腹泻和经济困难感知得分高于常模,差异均有统计学意义(P<0.05)。两组患者QLQ-C30量表和结肠造口患者社会心理适应量表各维度的得分差异均无统计学意义(均P>0.05);干预后,在QLQ-C30功能维度中,观察组患者在角色功能、情绪功能、认知功能和社会功能得分升高;与症状相关的维度方面,观察组患者失眠、便秘和腹泻的得分降低;在整体健康状况方面,观察组患者的得分升高,与对照组比较,差异均有统计学意义(均P<0.05)。观察组在结肠造口患者社会心理适应量表的正性情绪、负性情绪和社会生活适应维度方面的得分升高,与对照组的差异均有统计学意义(均P<0.05)。结论同伴教育在改善永久性结肠造口患者的生活质量和社会心理适应状况的过程中起到了积极的作用,值得进一步推广使用。展开更多
文摘<strong>Background:</strong> India being the country with largest adolescent population in the world, needs a special focus on the health services as the status of an adolescent determines the health status in his/her adulthood. Some of the major issues faced by the adolescents include: mental health problems, early pregnancy and childbirth, (HIV/STI) and other infectious diseases, violence, injuries and malnutrition. The present study aims to understand the effectiveness of peer-led intervention on knowledge, attitude and practices related to sexual reproductive and mental health issues in adolescents among participants and non-participants. The study was carried out to improve the health-seeking behaviour of adolescents on sexual reproductive and mental health issues in low resource setting across four states in India. <strong>Methods:</strong> The study adopted a cross-sectional survey which was conducted on 400 adolescents from each of the four districts namely Bangalore, Khagaria-Bihar, Khed-Pune and Sahinganj-Jharkhand. A comparative analysis was conducted between the participants and the non-participants of the intervention to understand the effectiveness of the intervention on the KAP related to sexual reproductive and mental health of adolescents.<strong> Results:</strong> The study shows that the participants from Karnataka and Maharashtra had better knowledge in emergency contraception, HIV awareness, use of contraceptives and consumption of IFA’s than the non-participants;both the participants and the non-participants showed a positive behaviour in help-seeking in case of psychological challenges. <strong>Conclusion:</strong> The peer-led approach was found to be an effective strategy for learning, sharing and monitoring adolescent sexual reproductive and mental health.
文摘目的探讨以问题为基础的教学方法(problem-based learning,PBL)与同伴主导的小组学习法(peer-led team learning,PLTL)相结合的新型教学法在临床静脉输液治疗小教员专项护理技能培训中的应用效果。方法培训前期选取典型病例和设计相关问题,并提前下发给静脉输液治疗小教员。组建以"同伴骨干"为中心的研讨小组,围绕病例和问题开展多次研讨和操作技能培训。以培训前后静脉输液治疗小教员的理论和操作考核成绩作为近期培训效果评价指标,以培训前1周内及培训后6个月全院静脉输液治疗质量检查结果作为长期效果评价指标。结果培训后,静脉输液治疗小教员静脉留置针相关理论知识和操作技能考核成绩均高于培训前(P<0.05);培训后6个月,全院输液工具选择合格率、穿刺成功率及冲封管方法正确率均高于培训前(P<0.05),静脉输液并发症发生率低于培训前(P<0.05)。结论 PBL与PLTL结合教学法应用于临床静脉输液治疗小教员的培训能有效提高培训效果,提升静脉输液治疗小教员的综合能力及医院静脉输液护理质量。
文摘目的探讨同伴教育对永久性结肠造口患者生活质量及社会心理适应状况的影响。方法 2015年1月至2016年6月,便利抽样法选择在某院治疗的结肠造口患者113例为研究对象,采用抽签法将其分为观察组(n=56)和对照组(n=57)。对照组患者采用常规的健康教育形式,观察组患者进行同伴教育。干预前后采用欧洲癌症研究与治疗组织的生活质量核心量表(European Organization for research and treatment of cancer quality of life queationnaire core-30,EORTC QLQ-C30)和结肠造口患者社会心理适应量表对患者调查并比较。结果干预前,所有患者QLQ-C30功能维度中,角色功能、情绪功能和社会功能得分低于常模,差异均有统计学意义(均P<0.05);与症状相关的维度方面,患者疲劳、食欲下降、失眠、腹泻和经济困难感知得分高于常模,差异均有统计学意义(P<0.05)。两组患者QLQ-C30量表和结肠造口患者社会心理适应量表各维度的得分差异均无统计学意义(均P>0.05);干预后,在QLQ-C30功能维度中,观察组患者在角色功能、情绪功能、认知功能和社会功能得分升高;与症状相关的维度方面,观察组患者失眠、便秘和腹泻的得分降低;在整体健康状况方面,观察组患者的得分升高,与对照组比较,差异均有统计学意义(均P<0.05)。观察组在结肠造口患者社会心理适应量表的正性情绪、负性情绪和社会生活适应维度方面的得分升高,与对照组的差异均有统计学意义(均P<0.05)。结论同伴教育在改善永久性结肠造口患者的生活质量和社会心理适应状况的过程中起到了积极的作用,值得进一步推广使用。
