不同健康教育方式对高中生膳食知识和行为的干预效果
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摘要
目的了解不同健康教育方式对高中学生膳食行为的影响效果,为高中生合理健康饮食教育提供支持。方法在南京市鼓楼区选取5所高中,每所高中在高一和高二年级再随机选取1个班级学生,每所高中为1个组别,随机分为手机APP干预组(112名)、讲座学习组(103名)、宣传教育组(118名)、课堂自学组(114名)、对照组(108名)进行1周的健康教育干预,干预前和干预后2周对膳食行为进行问卷调查,了解干预前后的变化和影响膳食行为的因素。结果干预后对照组膳食知识得分为(9.79±2.28)分,干预组为(14.66±2.71)分,差异有统计学意义(P<0.01)。干预前干预组膳食行为得分为(3.34±1.78)分,干预后得分为(5.05±1.79)分,差异有统计学意义(P<0.01);对照组干预前后差异无统计学意义(P>0.05)。干预后宣传教育组、手机APP干预组、讲座学习组、课堂小组学习组学生的膳食知识得分均显著高于干预前,差异均有统计学意义(t值分别为-10.20,-29.22,-5.72,-14.39,P值均=0.00)。结论 1周的干预能够有效提高高中生的膳食知识水平和膳食行为;新媒体干预方式对高中学生膳食行为教育的干预效果最佳。
Objective To understand the effects of different health education on dietary behavior of high school students,and to provide support for appropriate and healthy dietary education. Methods Five high schools were selected in Gulou District,Nanjing. Two classes were randomly selected from each high school for health education intervention. Questionnaire survey was conducted before and after intervention to compare the changes in dietary behaviors. Results After intervention, the dietary knowledge score for the control group was( 9.79±2.28), and( 14.66±2.71) for the intervention group, which was statistically significant( P<0.01). For adolescents in the intervention group, no significant differences were found before and after intervention. However, significant differences in dietary knowledge score were found for the control group before and after intervention( P<0.01). Dietary behavior score in the intervention group before intervention was( 3. 34 ± 1. 78) and increased significantly after intervention( 5. 05 ±1.79, P<0.01). There was no statistical significance before and after intervention in the control group( P>0.05). After the intervention, dietary knowledge scores increased significantly in the education group, mobile APP intervention group, the lecture-based study group, and the classroom-based study work group after intervention( t =-10.196,-29.222,-5.721,-14.394, P< 0.01).Multivariate logistic regression analysis showed that mobile APP intervention group( OR = 2.91), dietary knowledge score ≥13( OR= 4.43), age≥17 years( OR = 3.72), classroom-based study group( OR = 2.35) were positively associated with dietary behavior among high school students. Conclusion One-week intervention can effectively improve dietary knowledge and dietary behavior among high school students. Social media intervention shows promising effect on dietary behavior among high school students.
Objective To understand the effects of different health education on dietary behavior of high school students,and to provide support for appropriate and healthy dietary education. Methods Five high schools were selected in Gulou District,Nanjing. Two classes were randomly selected from each high school for health education intervention. Questionnaire survey was conducted before and after intervention to compare the changes in dietary behaviors. Results After intervention, the dietary knowledge score for the control group was( 9.79±2.28), and( 14.66±2.71) for the intervention group, which was statistically significant( P<0.01). For adolescents in the intervention group, no significant differences were found before and after intervention. However, significant differences in dietary knowledge score were found for the control group before and after intervention( P<0.01). Dietary behavior score in the intervention group before intervention was( 3. 34 ± 1. 78) and increased significantly after intervention( 5. 05 ±1.79, P<0.01). There was no statistical significance before and after intervention in the control group( P>0.05). After the intervention, dietary knowledge scores increased significantly in the education group, mobile APP intervention group, the lecture-based study group, and the classroom-based study work group after intervention( t =-10.196,-29.222,-5.721,-14.394, P< 0.01).Multivariate logistic regression analysis showed that mobile APP intervention group( OR = 2.91), dietary knowledge score ≥13( OR= 4.43), age≥17 years( OR = 3.72), classroom-based study group( OR = 2.35) were positively associated with dietary behavior among high school students. Conclusion One-week intervention can effectively improve dietary knowledge and dietary behavior among high school students. Social media intervention shows promising effect on dietary behavior among high school students.
引文
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[2]王惠君,张兵.关于中国儿童青少年饮食行为的队列研究[J].卫生研究,2016,45(6):867-867.
[3]陈玉柱,唐振柱,方志峰,等.广西五地区居民营养知识、膳食行为及影响因素分析[J].中国健康教育,2016,32(1):36-40.
[4]牟利宁.“我的餐盘”作为膳食指导图标的应用进展[C]//中国营养学会.中国营养学会第十一次全国营养科学大会暨国际DRIs研讨会学术报告及论文摘要汇编(下册)-DRIs新进展:循证营养科学与实践学术,2013:2.
[5]MONTEIRO C A,CANNON G,MOUBARAC J C,et al. Dietaryguidelines to nourish humanity and the planet in the twenty-first cen-tury:a blueprint from Brazil[J]. Public Health Nutr,2015,18(13):2311-2322.
[6]杨月欣,张环美.《中国居民膳食指南(2016)》简介[J].营养学报,2016,38(3):209-217.
[7]殷建营,支红霞,李佳佳.周口市高校学生饮食行为及膳食状况调查[J].现代预防医学,2016,43(15):2732-2735.
[8]廖小兵,何能清,陈旭日,等.社区慢性病患者健康管理路径选择的探索研究[J].中国全科医学,2013,16(1):79-81.
[9]安欣华.北京市石景山区小学生膳食营养知识态度行为干预效果评价[D].北京:中国疾病预防控制中心,2016.
[10]何勤英,冯群娣,呙玉红.中国12~18岁青少年膳食知识水平与超重肥胖关系[J].中国公共卫生,2017,33(9):1378-1381.
[11]张持晨,郑晓,赵慧宁,等.基于健康行为过程取向的大学生膳食行为干预[J].卫生研究,2017,46(5):755-760.