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目的了解专家讲授法和同伴教育法对服教妇女艾滋病健康教育的效果及其影响因素,为采取有效的艾滋病干预措施提供参考依据。方法整群抽取某收容教育所321名服教妇女随机分为2组,分别采用专家讲授法和同伴教育法进行艾滋病健康教育,采用自行设计统一的艾滋病知识调查表分别对2组妇女干预前后进行问卷调查,分析2种方法的干预效果及影响因素。结果专家讲授组服教妇女艾滋病基本概念、传播途径、预防知识得分和总分干预后分别为(5.99±1.70)、(10.21±1.95)、(5.57±1.66)和(21.77±4.16)分,均高于干预前的(3.93±2.22)、(8.91±1.62)、(5.09±1.70)和(18.16±4.08)分(P<0.001);同伴教育组服教妇女干预后艾滋病基本概念、传播途径、预防知识得分和总分分别为(5.12±2.23)、(10.11±1.50)、(5.58±1.70)和(20.84±4.10)分,均高于干预前的(3.42±2.13)、(8.65±1.90)、(4.50±1.77)和(16.57±4.49)分(P<0.001);2种教育方法在提高服教妇女艾滋病的基本概念、传播途径得分和总分方面差异无统计学意义(P>0.05),但同伴教育法对提高服教妇女艾滋病预防知识得分方面较专家讲授法效果明显(t=-2.39,P<0.05);多元线性回归分析结果表明,年龄是影响专家讲授法效果的主要因素,年龄越小,效果越好。结论专家讲授法和同伴教育法对服教妇女艾滋病的健康教育效果基本一致,但同伴教育法对提高服教妇女艾滋病预防知识得分方面效果较好;年龄越小,专家讲授法的效果越好。
Objective To understand the effect of expert teaching law and peer education law on AIDS health education among service women and provide the basis for effective AIDS intervention. Methods One hundred and thirty-two women in service-receiving education were randomly divided into two groups. The methods of expert teaching and peer education were respectively used to carry out AIDS health education. Self-designed AIDS Knowledge Questionnaire was used to investigate the influence of two groups of women before and after the intervention Questionnaire, analysis of two methods of intervention effect and influencing factors. Results The experts explained that the basic concept, route of transmission, prevention knowledge and total score of HIV / AIDS prevention group were (5.99 ± 1.70), (10.21 ± 1.95), (5.57 ± 1.66) and (21.77 ± 4.16) points respectively (3.93 ± 2.22), (8.91 ± 1.62), (5.09 ± 1.70) and (18.16 ± 4.08) respectively before intervention (P <0.001). The basic concept of AIDS, the route of transmission, The scores of preventive knowledge and total score were (5.12 ± 2.23), (10.11 ± 1.50), (5.58 ± 1.70) and (20.84 ± 4.10) respectively, both higher than those before intervention (3.42 ± 2.13) and (8.65 ± 1.90) , (4.50 ± 1.77) and (16.57 ± 4.49) points respectively (P <0.001). There was no significant difference between the two educational methods in improving HIV / AIDS awareness of service women, (T = -2.39, P <0.05). The result of multivariate linear regression analysis showed that age was the main factor that affected the effect of expert teaching method, The younger, the better. Conclusion The expert teaching law and peer education law have the same effect on health education of HIV / AIDS patients. However, the peer education law is more effective in improving AIDS prevention knowledge scores of service women. The younger the students, the better the effect of lecture by experts.