摘要
目的通过健康素养测评,了解大学生健康教育课程教学效果,总结教学和课程管理经验。方法对2020年3月—2021年12月间选修该校通识教育核心课程《大学生健康教育》的大学生进行两次健康素养测评。干预前测评在学期第1周课堂进行,根据问卷调查中薄弱知识点,调整后期面授课程重点内容,加强对知识点的讲解。在干预3个月后,学期第14周进行干预后测评,比较两次的差异,评价教学效果,总结经验。结果930名大学生干预前健康素养水平为63.01%。基本知识和理念、健康生活方式与行为、健康技能三方面素养水平依次为76.77%、68.17%和45.70%,6类健康问题素养水平依次为安全与急救素养94.84%,科学健康观88.39%,传染病防治素养66.34%,健康信息素养65.48%,慢性病防治素养61.83%,基本医疗素养32.04%。干预后健康素养水平显著提升,为81.51%(P<0.05)。健康生活方式与行为、健康技能的健康素养水平显著提升(P<0.05);传染病防治、基本医疗素养的健康素养水平显著提升(P<0.05)。结论结合健康素养测评结果改进健康教育课程设置和教学模式,可以有效提升大学生健康素养水平,有助于学生健康发展。
Objective To understand the teaching effect of college students′health education coursesthrough health literacy assessment,and to summarize the teaching and curriculum management experience.Methods From March 2020 to December 2021,college students who took the core course"Health Education for College Students"in our school′s general education were selected for two health literacy assessments.Pre-intervention assessment was conducted in the first week of the semester.According to the weak knowledge points in the questionnaire,the focus of the later face-to-face course was adjusted,and the explanation of the knowledge points was strengthened.Three months after the intervention,the post-intervention assessment was conducted in the 14th week of the semester,to compare the differences between the two assessments,evaluate the teaching effect,and summarize the experience.Results The total health literacy level of 930 college students was 63.01%.The basic knowledge and concept,healthy lifestyle and behavior,and health skills were 76.77%,68.17%and 45.70%,respectively.The six types of health problems were:safety and first aid 94.84%,scientific health view 88.39%,infectious disease prevention and control 66.34%,health information 65.48%,chronic disease prevention and treatment 61.83%,basic medical care 32.04%.The health literacy level improved significantly after the intervention to 81.51%(P<0.05).Health literacy level of healthy lifestyle,behavior and health skills has been significantly improved(P<0.05).The health literacy level of the prevention and treatment of infectious diseases and the basic medical literacy has been significantly improved(P<0.05).Conclusion Combining the results of health literacy assessment to improve the curriculum and teaching mode of health education can effectively improve the health literacy level of college students and contribute to the healthy development of students.
作者
白雪
孙亚慧
聂颖
卢云涛
夏蓉晖
李素英
BAI Xue;SUN Ya-hui;NIEYing;LU Yun-tao;XIA Rong-hui;LI SU-ying(Beijing Jiaotong University,Beijing 100044,China)
出处
《中国健康教育》
北大核心
2022年第12期1107-1111,共5页
Chinese Journal of Health Education
基金
北京交通大学教学改革和建设项目(356651535127)
关键词
大学生
健康教育
健康素养
课程改革
College students
Health Education
Health Literacy
Course reform
作者简介
白雪(1984-),女,硕士,主治医师,主要从事大学生及社区居民健康教育与促进工作、临床工作。E-mail:basicxue@163.com;通信作者:孙亚慧,女,副主任医师,研究方向:大学生及社区居民健康教育与促进、健康管理。E-mail:yhsun1@bjtu.edu.cn
