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目的探讨同伴教育在中学生常见伤害因素中的干预作用和效果。方法于2006年3月在九江市属4所中学随机抽取48个班,按单纯随机的方法将其中24个班共计1236名学生作为实验组(同伴教育组),另24个班1320名学生作为对照组组。实验组采用同伴教育的方法进行干预,而对照组不采取任何干预措施。干预前后均运用自行设计的调查表进行现场调查,调查表内容包括一般人口学特征、伤害一般知识、态度、伤害发生情况及预防措施等。结果在伤害知识方面,同伴教育组各项答对率均有大幅度提高,答对率均在70.0%以上,与项目开展前比较差异均有统计学意义,而对照组答对率有六项在60.0%以下,同伴教育后与对照组比较,差异均有统计学意义。同伴教育前后总受伤率由51.92%下降到28.61%,差异有统计学意义;同伴教育后受伤率与对照组比较,差异有统计学意义。同伴教育前伤害发生伤害主要表现在运动伤(39.8%)和车撞伤(29.2%),同伴教育后运动伤和斗殴伤明显下降。同伴教育前后伤害发生的地点亦发生了明显的变化,表现在干预前伤害主要发生在校内(52.2%),干预后家中发生地伤害排在第一位。结论同伴教育在预防和控制中学生伤害方面可以起到一定作用。
Objective To explore the effect of peer education on the common injury factors of middle school students. Methods A total of 48 classes were randomly selected from 4 secondary schools in Jiujiang City in March 2006. A total of 1,236 students in 24 classes were used as experimental groups (peer education groups) and 1,320 students in 24 classes were randomly selected. Control group. The experimental group used the peer education method to intervene, while the control group did not take any intervention. Before and after the intervention, self-designed questionnaires were used to conduct on-site investigations. The questionnaires included general demographic characteristics, general knowledge of injuries, attitudes, occurrence of injuries, and preventive measures. Results In terms of injury knowledge, the peer education group's response rates were all significantly higher, and the rate of correct answers was over 70.0%. There were statistically significant differences compared to the pre-project comparison, and six of the control group had a 60.0% response rate. The following differences were statistically significant after peer education compared with the control group. The total injury rate before and after peer education dropped from 51.92% to 28.61%, the difference was statistically significant; the injury rate after peer education compared with the control group, the difference was statistically significant. Injury injuries before peer education were mainly manifested in sports injuries (39.8%) and car crashes (29.2%). Sports injuries and bucket injuries were significantly reduced after peer education. The location of injury before and after peer education has also undergone a significant change, with the predominance of injury occurring mainly in the school (52.2%) before the intervention. After the intervention, injuries occurred at home in the first place. Conclusion Peer education can play a role in the prevention and control of secondary school student injury.