黄莉丽,江燕,庄建林.互动式干预对上海市长宁区四年级学生健康素养影响的效果研究[J].上海预防医学,2024,36(4):382-385.. doi: 10.19428/j.cnki.sjpm.2024.23392
引用本文: 黄莉丽,江燕,庄建林.互动式干预对上海市长宁区四年级学生健康素养影响的效果研究[J].上海预防医学,2024,36(4):382-385.. doi: 10.19428/j.cnki.sjpm.2024.23392
HUANG Lili,JIANG Yan,ZHUANG Jianlin.Effectiveness study of interactive intervention on health literacy among fourth-grade students in Changning District, Shanghai[J].Shanghai Journal of Preventive Medicine,2024,36(04):382-385.. doi: 10.19428/j.cnki.sjpm.2024.23392
Citation: HUANG Lili,JIANG Yan,ZHUANG Jianlin.Effectiveness study of interactive intervention on health literacy among fourth-grade students in Changning District, Shanghai[J].Shanghai Journal of Preventive Medicine,2024,36(04):382-385.. doi: 10.19428/j.cnki.sjpm.2024.23392

互动式干预对上海市长宁区四年级学生健康素养影响的效果研究

Effectiveness study of interactive intervention on health literacy among fourth-grade students in Changning District, Shanghai

  • 摘要:
    目的 通过实施互动式干预,深入分析健康素养对长宁区某小学四年级学生的影响,为实施有效的学校健康素养行动提供理论依据。
    方法 采用整群随机抽样法,通过自身前后2次健康素养问卷调查,评估四年级全体学生开展的6个月互动式干预的效果。
    结果 实施互动式干预后,总体健康素养具备率(86.80%)以及健康信念知识(71.57%)、健康生活方式(92.89%)、健康基本技能(76.14%)3个维度素养水平具备率显著提升(P<0.001)。互动式干预后,学生健康行为形成率(90.10%)与干预前相比整体提高16.02%(P<0.05)。
    结论 开展互动式干预能激发学生自主学习的热情,促使健康行为的形成,降低疾病发生的风险,对促进学生身心健康发展、提高健康素养水平起到积极作用。

     

    Abstract:
    Objective To comprehensively analyze the impact of health literacy on fourth-grade students in a primary school in Changning District through the implementation of interactive interventions, providing a theoretical basis for the effective implementation of school health literacy initiatives.
    Methods Using a cluster random sampling method, the effects of a 6-month interactive intervention were assessed among all fourth-grade students through two rounds of health literacy questionnaires conducted before and after the intervention.
    Results Following the intervention, there was a significant increase in the overall rate of health literacy (86.80%), knowledge of health beliefs (71.57%), adherence to a healthy lifestyle (92.89%), and basic health skills (76.14%) (P<0.001). The rate of formation of student health behaviors after the intervention (90.10%) increased by 16.02% compared to the pre-intervention level (P<0.05).
    Conclusion Conducting interactive interventions can stimulate students’ enthusiasm for self-directed learning, facilitate the formation of health behaviors, and reduce the risk of disease occurrence. This approach plays a positive role in promoting students’ physical and mental health development and enhancing their level of health literacy.

     

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