摘要
目的探索科学、规范的健康教育效果评价模式,以提高健康教育干预效果评价的质量。方法采用分层整群抽样,在杭州市某两所普通中学的初二年级中各抽出一个班组成实验组甲、实验组乙和对照组丙。实验组甲在干预前后分别接受了问卷调查,实验组乙只在干预后接受问卷调查。对实验组均采用健康教育干预措施,对照组丙仅接受学校一般的卫生知识教育。对学生知识掌握的程度比较通过对同一问卷的回答结果进行方差分析、卡方检验。结果干预后的艾滋病知识综合评分和知晓率,实验组甲明显高于实验组乙(P=0.000),对照组丙则前后差异无显著性。结论对同一批人使用同一份问卷进行调查,会影响健康教育干预前后的效果评价结果。
Objective To explore the scientific and standardized effect evaluation models of health education, to improve the effect evaluation quality. Methods By the stratified cluster sampling method, 270 junior middle school students from six classes of two ordinary junior middle schools were included. The objectives were randomized into three groups, intervention group A （with health education intervention, two questionnaire survey before and after intervention）, intervention group B （with health education intervention, one questionnaire survey after intervention）, and control group C （only with general hygienic knowledge education, two questionnaire surveys before and after intervention）. Results The increase of mean comprehensive score after intervention in intervention group A was significant compared to that before intervention, however, which was not signify-cant in control group C. The mean comprehensive score after intervention in intervention group A was significantly higher than that in intervention group B and control group C, respectively. And the same circumstance existed between intervention group B and control group C. The difference in the knowing rate for every specific item was not significantly different between intervention group A and control group C before intervention. In intervention group A, the knowing rates for mass specific items were significantly increased before and after intervention. However, in control group C, the knowing rate for only one specific item was significantly increased before and after intervention. After intervention, the knowing rates of several specific items in intervention group A was significantly higher than those in intervention group B and control group C, respectively. And the same circumstance existed between intervention group B and control group C. Conclusion The usage of the same questionnaire to the same group may result in overestimating the effect of health education.
出处
《卫生研究》
CAS
CSCD
北大核心
2008年第3期343-345,共3页
Journal of Hygiene Research
