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目的观察健康教育在儿童步行安全干预中的效果,探讨预防儿童伤害干预内容和教学方法,为提高儿童预防伤害意识和自我保护能力的干预提供理论依据。方法在2所小学随机选取500名儿童为观察对象,使用自行设计的问卷,分别在实施儿童步行安全知识健康教育前、1个月后及1年后对其进行步行安全知识掌握情况与安全行为遵循程度、伤害发生的情况进行基线及干预后调查。结果健康教育使学生对交通信号灯的警示作用、在十字路口、下车后过马路的正确方法知晓程度均显著提高(P<0.05);在马路上追逐玩闹、随意穿越马路等危险行为显著减少(P<0.05);与机动车或非机动车发生碰撞的情况也显著减少(P<0.05)。1年后虽然相关知识知晓率仍在较高的水平,但行为的遵循程度已明显降低,在马路上出现意外情况也随之增加,回复到干预前时的水平(P>0.05)。结论对儿童开展步行安全健康教育短期效果明显,但应不断创新健康教育形式和内容方面,将相关教育作为一个定期开展的项目,建立相应的长效机制,达到干预的效果。
Objective To observe the effect of health education on children’s walking safety intervention and to explore the contents and teaching methods of prevention of child injury intervention so as to provide a theoretical basis for intervention in children’s prevention of injury and self-protection. Methods A total of 500 children were randomly selected from two primary schools and their self-designed questionnaires were used to conduct walking safety knowledge and safety behaviors respectively one month and one year after the implementation of children’s walk safety knowledge and health education Follow the level of injury occurred baseline and post-intervention investigation. Results Health education made students aware of the warning signs of traffic lights. At the crossroads, the awareness of the correct way to cross the road after getting off the vehicle was significantly improved (P <0.05). Dangerous behaviors such as chasing after playing on the street and crossing the road at random were significantly reduced (P <0.05). Collisions with motor vehicles or non-motor vehicles were also significantly reduced (P <0.05). Although the awareness rate of related knowledge is still high after 1 year, the behavior compliance has been significantly reduced. The unexpected situation on the road has also increased, returning to the pre-intervention level (P> 0.05). Conclusions The short-term effect of walking safety and health education on children is obvious. However, we should continue to innovate the form and content of health education and regard related education as a regular project to establish a corresponding long-term mechanism to achieve the effect of intervention.