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目的 研究“家庭妇女—家庭—社区”健康教育模式和“学生—家庭—社区”健康教育模式对农村地区不同人群碘缺乏病 (IDD)防治知识、信念和行为变化的效果。方法 在苏北涟水县农村选择调查点、对照点 ,分别按照不同健教模式于干预前及 1个月后随机调查 3个村 330户居民和村办小学 5年级学生 ,采用入户问卷和集体问卷调查 ,入户作碘盐保存情况记录。结果 实施“家庭妇女—家庭—社区”模式后 ,居民 IDD知识及格率由10 .1%上升到 73.9% ,5年级学生知晓率由 75 .3%上升到 90 .7% ,2 0～ 5 0岁妇女知晓率由 10 .0 %上升到 70 .6 % ;实施“学生—家庭—社区”模式后 ,居民 IDD知识及格率由 5 .4%上升到 5 2 .4% ,5年级学生知晓率由 77.7%上升到88.0 % ,2 0～ 5 0岁妇女知晓率由 16 .0 %上升到 5 0 .0 % ;另外 ,居民对防治观念及其对使用和保存碘盐的行为 ,妇女模式较学生模式效果明显。对照点变化不明显。结论 2种模式均能使居民对 IDD的知、信、行方面获得改变 ,但“家庭妇女—家庭—社区”模式效果比“学生—家庭—社区”模式效果显著。
Objective To study the effects of the “family women-family-community” health education model and the “student-family-community” health education model on the knowledge, beliefs and behaviors of IDD prevention and control among different groups in rural areas. Methods In the rural areas of Lianshui County, Jiangsu Province, select survey points and control points, and randomly select 330 village residents in 3 villages and 5 grade students in village primary schools before and 1 month after intervention according to different health education modes, Questionnaire, home for the preservation of iodized salt records. Results After implementing the “family women-family-community” model, the passing rate of IDD knowledge among residents rose from 10.1% to 73.9%, while that of grade 5 students increased from 75.3% to 90.7% and from 20% to 50% The awareness rate of old women increased from 10.0% to 70.6%. After implementing the model of “student-family-community”, the passing rate of residents ’IDD knowledge rose from 5.4% to 5.24%, and the fifth grade students’ awareness rate From 77.7% to 88.0%. The awareness rate of 20% ~ 50% women increased from 16.0% to 50.0%. In addition, residents’ awareness of the concept of prevention and control and the behavior of using and preserving iodized salt as compared with those of women Student model effect is obvious. Control point change is not obvious. Conclusions Both of these two models can make residents know about IDD differently. However, the effect of “family women - family - community” model is more effective than “student - family - community” model.