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目的了解吉林省中学生电子健康素养现状,为提高其健康素养水平提供参考。方法采用多阶段分层整群抽样法,使用电子健康素养问卷以无记名自填方式对吉林省5所初高中共3 069名学生进行问卷调查。结果吉林省中学生电子健康素养总均分是(28.34±8.44)分,各个条目的平均分为(3.54±1.06)分,其电子健康素养的3个维度平均分分别为网络信息与服务应用能力(3.54±1.10)分、评判能力(3.53±1.14)分和决策能力(3.62±1.22)分。单因素方差分析结果显示,不同居住地、性别、学段、母亲文化程度、是否为住宿生、自评成绩、是否喜欢健康教育内容中学生电子健康素养差异均有统计学意义(t/F值分别为13.202,6.105,22.275,4.517,9.407,10.270,15.098,P值均<0.05)。结论吉林省中学生电子健康素养尚可;应针对薄弱环节和特征人群开展相关健康教育。
Objective To understand the status quo of e-health literacy of middle school students in Jilin Province and provide references for improving their health literacy. Methods A multistage stratified cluster sampling method was used to survey 3 069 students in 5 junior high schools in Jilin Province using e-health literacy questionnaire in a secret-filled manner. Results The average score of eHealth in middle school students in Jilin Province was (28.34 ± 8.44) points, and the average score of each item was (3.54 ± 1.06) points. The average scores of eHealth in three dimensions were the information and service ability 3.54 ± 1.10), judging ability (3.53 ± 1.14) points and decision-making ability (3.62 ± 1.22) points. The results of one-way analysis of variance showed that there were significant differences in e-health literacy among middle school students (health education content) according to different places of residence, gender, school section, mother’s education level, whether they were boarding students, self- 13.202,6.105,22.275,4.517,9.407,10.270,15.098, P <0.05). Conclusions The e-health literacy of middle school students in Jilin Province is acceptable. Relevant health education should be conducted for the weak links and characteristic population.