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目的了解幼儿园教师手部卫生知识现状,为制定手部卫生干预策略提供科学依据。方法采用分层整群随机抽样方法,与EMC合作设计调查问卷,由经过统一培训的调查员面对面询问调查。采用t检验、方差分析和非参数秩和检验比较不同特征幼儿园教师的手部卫生知识得分,广义线性模型分析影响得分的因素。结果调查18个幼儿园,54个班级,176名教师。公立、私立和流动人口幼儿园教师手部卫生知识得分分别为(31.63±2.48)分、(29.51±4.00)分、(29.43±4.59)分,差异有统计学意义(P<0.05);省级、市级、区级和无级别幼儿园教师得分分别为(31.30±2.64)分、(29.23±4.27)分、(29.51±5.24)分、(28.51±4.13)分,差异有统计学意义(P<0.05);17~30岁与>30岁的幼儿园教师得分为(29.25±4.24)分、(31.73±2.84)分,差异有统计学意义(P<0.05)。不同学历幼儿园教师得分差异无统计学意义(P>0.05)。多因素回归分析表明,幼儿园教师年龄越大对手部卫生知识了解程度越高(OR=0.65,95%CI:0.49~0.85)。结论幼儿园教师手部卫生知识需要进一步采取有效的干预措施改善。
Objective To understand the hand hygiene status of kindergarten teachers and to provide a scientific basis for the development of hand hygiene intervention strategies. Methods A stratified cluster random sampling method was used to design a questionnaire in cooperation with EMC. The investigators interviewed by the unified training face-to-face investigation. The t-test, ANOVA and non-parametric rank-sum test were used to compare the hand hygiene knowledge score of different kindergarten teachers, and the generalized linear model was used to analyze the factors influencing the score. Results 18 kindergartens, 54 classes and 176 teachers were investigated. The scores of hand hygiene knowledge of teachers in public, private and migrant population were (31.63 ± 2.48) points, (29.51 ± 4.00) points and (29.43 ± 4.59) points, respectively, with statistical significance (P <0.05) The grades of teachers in municipal, district and non-grade kindergartens were (31.30 ± 2.64) points, (29.23 ± 4.27) points, (29.51 ± 5.24) points and (28.51 ± 4.13) points respectively, with significant difference (P <0.05 ). The scores of kindergarten teachers aged 17-30 years and> 30 years old were (29.25 ± 4.24) points and (31.73 ± 2.84) points, respectively. The difference was statistically significant (P <0.05). There was no significant difference in scores of kindergarten teachers with different academic qualifications (P> 0.05). Multivariate regression analysis showed that the higher the kindergarten teacher’s age, the higher their knowledge of hand hygiene (OR = 0.65, 95% CI: 0.49-0.85). Conclusion Kindergarten teachers’ knowledge of hand hygiene needs to be further improved with effective interventions.