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目的了解流感大流行过后,广州中学生对甲型H1N1流感的基本认知、态度和行为,为制定适宜的健康教育策略提供科学依据。方法选取广州市某中学初中三年级全体学生,采用自填问卷的方式进行调查,调查内容包括甲型H1N1流感知识、认知态度和行为改变。结果本次调查共发出问卷404份,获得有效问卷396份,有效应答率为98.02%。调查对象对预防甲型H1N1流感的自我防护措施知识的知晓率为67.68%～96.46%,自我防护措施全答对者占53.79%(213/396);对流感传播途径的知晓率为75.25%(298/396);64.39%(255/396)的学生自述平时注重体育锻炼,80.81%(320/396)的学生表示打喷嚏时能用纸巾掩住口鼻;10.35%(41/396)的学生睡眠时间超过8 h;26.26%(104/396)的学生近一年主动注射过甲型H1N1流感疫苗。71.46%(283/396)、51.77%(205/396)和65.15%(258/396)的学生分别希望从宣传栏、宣传单张以及学校广播获得流感防控知识。结论受调查学生对甲型H1N1流感知识的知晓率较低,应进一步加强健康教育,根据学生特点,选择学生乐于接受的宣教方式。
Objective To understand the basic cognition, attitudes and behavior of high school students in Guangzhou after the influenza pandemic and provide a scientific basis for formulating appropriate health education strategies. Methods All the students in the third grade of middle school in a middle school in Guangzhou were investigated by using self-administered questionnaires. The survey included the knowledge, attitude, and behavior changes of Influenza A (H1N1). Results A total of 404 questionnaires were sent out and 396 valid questionnaires were obtained. The effective response rate was 98.02%. The respondents were 67.68% ~ 96.46% aware of the self-protection measures against influenza A (H1N1), 53.79% (213/396) of them were self-protection measures, and 75.25% of them knew about the route of transmission of influenza /396);64.39%(255/396) students readjusted their physical activity at ordinary times. 80.81% (320/396) of students said they could cover their mouth and nose with tissue while sneezing; 10.35% (41/396) More than 8 hours; 26.26% (104/396) of students injected H1N1 influenza vaccine in the past year. 71.46% (283/396), 51.77% (205/396) and 65.15% (258/396) of students hoped to get the flu control knowledge from bulletin boards, leaflets and school radio respectively. Conclusion The surveyed students have a low awareness of Influenza A (H1N1) knowledge, and health education should be further strengthened. According to the characteristics of students, students should be willing to accept the missionary approach.