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目的调查某临床教学医院护理实习生艾滋病相关知识现状及对待艾滋病病人的态度,评价对护理实习生进行健康教育的效果。方法采用问卷抽样方法对132名进入临床的护理实习生进行艾滋病知识和态度的现况调查,并对其运用传统授课方式进行艾滋病知识和技能的培训,对培训前后问卷结果进行统计分析。结果护理实习生培训前对职业感染、不可能传播HIV的途径等知识回答正确率低,培训后正确率增加,培训前后艾滋病相关知识的正确回答率差异有统计学意义。大部分护理实习生表示同情和支持艾滋病病人,但对AIDS患者的态度因其感染途径不同而存在较大差异,培训前后对待艾滋病患者的态度差异无统计学意义。结论培训前后护理实习生艾滋病相关知识正确回答率差异有统计学意义,对护理实习生开展艾滋病健康教育效果明显。培训后护理实习生对艾滋病病毒感染者的恐惧程度明显降低,但仍然难以消除对艾滋病病毒感染者和艾滋病病人的歧视。说明对态度的干预是一项复杂的工程,传统授课可能难以取得明显效果。
Objective To investigate the status quo of AIDS-related knowledge and treatment of AIDS patients in a clinical teaching hospital intern and evaluate the effect of health education on nursing interns. Methods Questionnaire sampling was used to investigate the status quo of HIV / AIDS knowledge and attitudes of 132 clinical intern trainees who entered clinical practice. The students were trained on AIDS knowledge and skills using traditional teaching methods, and the results of questionnaire before and after training were statistically analyzed. Results Before the training, nursing interns had a low correct rate of answering occupational infection, no way of transmitting HIV, correct rate after training, and correct difference of AIDS-related knowledge before and after training had statistically significant difference. Most of the nursing intern said that they sympathize and support AIDS patients. However, attitudes towards AIDS patients vary greatly depending on the route of infection. There is no significant difference in attitudes towards AIDS patients before and after training. Conclusion The correct response rate of HIV / AIDS related knowledge among nursing interns had significant difference before and after training, and the effect of AIDS health education on nursing interns was obvious. Post-training nursing intern significantly reduced the level of fear of people living with HIV but still can not eliminate the discrimination against people living with HIV and AIDS. It shows that intervention in attitudes is a complicated project and traditional lectures may not be able to achieve significant results.