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目的评价护理专业学生艾滋病防控生活技能干预效果,为今后开展有效的生活技能干预提供依据。方法按年级和学制采取分层整群抽样的方法,通过自行设计问卷进行艾滋病相关知识和技能调查,对经过同伴教育后干预效果进行评价。结果经过同伴教育后,女生在生活技能的风险识别、协商、拒绝和寻求帮助4个维度上,由干预前的(52.00±5.82)(22.74±3.05)(18.85±2.63)(21.89±2.94)分提高到干预后的(54.31±5.89)(23.16±3.04)(19.29±2.64)(22.66±2.77)分,艾滋病防治总体知识得分由干预前的(14.08±2.47)提高到(15.18±1.96),差异均有统计学意义(P值均<0.01);男生的风险识别和拒绝能力由干预前的(50.82±7.10)(15.88±3.19)分提高到干预后的(54.79±6.97)(17.68±2.66)分,艾滋病防治总体知识得分由干预前的(13.57±2.89)分提高到(15.03±1.79)分,差异均有统计学意义(P值均<0.05)。多元线性回归分析显示,防艾生活技能的影响因素为喜欢同伴教育、喜欢专家讲座、愿意参与防艾宣传以及艾滋病防治知识(P值均<0.01)。结论同伴教育与教育对象的主动参与可以有效提高护理专业学生艾滋病防控生活技能,促进学生知行合一。
Objective To evaluate the intervention effect of HIV / AIDS prevention and control life skills for nursing majors and provide basis for effective life skills intervention in the future. Methods Stratified cluster sampling was adopted according to the grade and the schooling system. A questionnaire on HIV / AIDS related knowledge and skills was designed and the intervention effect after peer education was evaluated. Results After the peer education, the female students were significantly different from the pre-intervention (52.00 ± 5.82) (22.74 ± 3.05) (18.85 ± 2.63) (21.89 ± 2.94) in the four dimensions of risk identification, negotiation, rejection and seeking help of life skills (54.31 ± 5.89) and (23.16 ± 3.04) (22.66 ± 2.77) points after intervention, respectively. The overall AIDS prevention and control knowledge score increased from 14.08 ± 2.47 before intervention to 15.18 ± 1.96, (P <0.01). The risk identification and rejection ability of boys increased from (50.82 ± 7.10) (15.88 ± 3.19) points before intervention to 54.79 ± 6.97 (17.68 ± 2.66) after intervention Points, the overall knowledge of AIDS prevention and control score from (13.57 ± 2.89) before intervention to (15.03 ± 1.79) points, the difference was statistically significant (P all <0.05). Multivariate linear regression analysis showed that the influencing factors of AIDS prevention life skills were peer education, lectures from experts, willingness to participate in AIDS prevention and AIDS prevention knowledge (P <0.01). Conclusion The active participation of peer educators and educators can effectively improve the HIV / AIDS prevention and control life skills for nursing majors and promote the unity of knowledge and practice among students.