CAJ | 학술논문

目的探讨集中授课、自助训练、强化培训、模拟场景等系统培训方法 ,对社区医护健康教育人员健康教育水平的影响以及教育效果对居民健康行为养成的影响.方法 60名社区医护人员参与系统培训,集中授课每周培训8h,连续培训4周,授课内容包括医学、心理学、社会学、教育学、美学和课件的制作等内容;授训人员考试80分以上者进人模拟场景训练,模拟场景训练要求以书面的形式完成30min的集中性健康教育课设计和15min的一对一健康教育课设计授课.对授课人员的授课能力进行评估,对居民行为的养成影响使用"标尺评价法"评价.结果通过系统的培训和模拟场景训练,受训医护人员的教案设计[(2.32±1.41)分;(4.26±0.61)分]、授课内容[(2.63±0.89)分;(4.09±0.93)分]、授课技巧[(1.97±1.32)分;(3.89±1.13)分]、教具配置[(1.68±1.43)分;(3.97±1.26)分]、教育方法 [(2.01±0.96)分;(4.03±0.82)分]、时间掌握[(2.83±0.26)分;(4.67±0.25)分]、课堂气氛[(2.78±1.13)分;(4.12±0.67)分]、课件制作[(2.48±1.08)分;(3.89±1.02)分]、教学形象[(2.15±1.15)分;(4.06±0.78)分]、总体评价[(2.36±1.21)分;(4.16±0.65)分]等健康教育能力明显增强(均P＜0.01);受训前后"一对一健康教育方式"和"集体健康教育"的知识而、对听课人员的行为影响和帮助性存在显著差异(P＜0.01).1年后评价对居民健康行为养成产生显著的影响,合理膳食、适量运动、戒烟限酒、心理平衡评价指标明显进步(P＜0.01).结论系统培训明显提高社区医护人员健康教育能力,对社区居民健康行为养成的影响作用明显.
목적 탐토집중수과、자조훈련、강화배훈、모의장경등계통배훈방법 ,대사구의호건강교육인원건강교육수평적영향이급교육효과대거민건강행위양성적영향.방법 60명사구의호인원삼여계통배훈,집중수과매주배훈8h,련속배훈4주,수과내용포괄의학、심이학、사회학、교육학、미학화과건적제작등내용;수훈인원고시80분이상자진인모의장경훈련,모의장경훈련요구이서면적형식완성30min적집중성건강교육과설계화15min적일대일건강교육과설계수과.대수과인원적수과능력진행평고,대거민행위적양성영향사용"표척평개법"평개.결과 통과계통적배훈화모의장경훈련,수훈의호인원적교안설계[(2.32±1.41)분;(4.26±0.61)분]、수과내용[(2.63±0.89)분;(4.09±0.93)분]、수과기교[(1.97±1.32)분;(3.89±1.13)분]、교구배치[(1.68±1.43)분;(3.97±1.26)분]、교육방법 [(2.01±0.96)분;(4.03±0.82)분]、시간장악[(2.83±0.26)분;(4.67±0.25)분]、과당기분[(2.78±1.13)분;(4.12±0.67)분]、과건제작[(2.48±1.08)분;(3.89±1.02)분]、교학형상[(2.15±1.15)분;(4.06±0.78)분]、총체평개[(2.36±1.21)분;(4.16±0.65)분]등건강교육능력명현증강(균P＜0.01);수훈전후"일대일건강교육방식"화"집체건강교육"적지식이、대은과인원적행위영향화방조성존재현저차이(P＜0.01).1년후평개대거민건강행위양성산생현저적영향,합리선식、괄량운동、계연한주、심리평형평개지표명현진보(P＜0.01).결론 계통배훈명현제고사구의호인원건강교육능력,대사구거민건강행위양성적영향작용명현.
Objective To explore the impact of concentrated teaching, self-help training, intensive training, scenario simulation and other systemic training methods on the health teaching level of community health education staff,and the impact of community health education on cultivation of residents' health behavior before and after training. Methods 60 community doctors and nurses involved in systematic training. Taught concentrated 8 hours every week, and continuous for 4 weeks with medicine, psychology, sociology, pedagogy, aesthetics and production of courseware. Trainees who awarded 80 points or more in examination took part in simulated scene training, which completed a 30-minute design of concentrated health lesson and a 15-minute design of one to one health lesson in written form and multimedia teaching. Teaching effect-site was evaluated by the residents of the community lectures. The impact on cultivation of residents' behaviors was evaluated with ruler evaluation method.Results The community health care workers' teaching ability had significant change after training: plan design (2.32 ± 1.41 vs 4.26 ±0.61 ), lectures (2.63 ±0.89 vs 4.09 ±0.93), teaching skills ( 1.97 ± 1.32 vs 3.89 ±1. 13 ), teaching aids configuration ( 1.68 ± 1. 43 vs 3.97 ± 1. 26 ), educational methods ( 2.01 ± 0. 96 vs 4.03 ±0.82), time control (2.83 ±0.26 vs 4.67 ±0.25), the classroom atmosphere (2.78 ± 1. 13 vs 4.12 ±0.67),courseware ( 2.48 ± 1. 08 vs 3.89 ± 1.02 ) , teaching the image ( 2.15 ± 1.15 vs 4.06 ± 0.78 ), overall evaluation (2.36 ± 1.21 vs 4. 16 ± 0.65 )(P ＜ 0. 0 1 ). After training, community residents' knowledge on community health care workers' one to one health education and collective health education training, and positive evaluation of helpful to students' behavior improved significantly ( x2 = 17.19,36.37 ;8.91,20.98 ;34.14,32.29) ,and all had remarkable difference( all P＜0. 01 ). Evaluating the impact of health care workers' teach on cultivating residents'health behavior after one year, it improved significantly (P ＜ 0. 01 ). Conclusion Systemic training can improve health education ability of community medical staff and the impact on cultivating residents' health behavior is remarkable.