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目的探讨基于小学生的健康教育模式对改变家庭食盐与健康知识和行为的作用,为有效预防心血管疾病提供参考。方法 2013年9—12月,对长治市市区28所小学五年级学生进行减盐健康教育,从每所学校五年级各随机选取1个班,随机分为干预组和对照组。干预组小学生进行4个月的学校减盐健康教育,并要求其将盐对健康影响的知识传递给家长,并督促家长的减盐行为。同时在干预组和对照组随机抽取10个家庭包括1名小学生和2名家长进行健康教育前后自行设计的问卷调查。结果在健康教育前只有1.79%的学生和12.30%的家长知道我国居民食盐推荐摄入量,干预组和对照组差异均无统计学意义(χ2值分别为0.204,0.094,P值均>0.05);使用低钠盐的家长比例为2.44%,两组之间差异无统计学意义(χ2=1.218,P>0.05)。经过学校的健康教育后,干预组学生和家长食盐相关知识知晓率和对照组比较均有明显提高(P值均<0.01),低钠盐的使用率也比对照组有明显提高(χ2=39.298,P<0.01),但在外就餐情况健康教育前后两组差异无统计学意义(χ2=2.328,P>0.05)。结论以学校为基础的减盐健康教育可以有效提高小学生及其家长的食盐知识知晓率,但饮食行为的改变仍需要持续健康教育的引导和巩固。
Objective To explore the role of primary health education model in changing family salt and health knowledge and behavior and to provide a reference for effective prevention of cardiovascular disease. Methods From September to December 2013, 28 healthy primary school students from 28 primary schools in Changzhi City were enrolled in this study. One class randomly selected from the fifth grade of each school was randomly divided into intervention group and control group. The intervention group of primary school students carried out four months of school salt health education and asked them to pass on salt health knowledge to parents, and urged parents to reduce salt behavior. At the same time, questionnaires were designed randomly from 10 families including 1 primary school student and 2 parents before and after health education in intervention group and control group. Results Before the health education, only 1.79% of the students and 12.30% of the parents knew the recommended salt intake of Chinese residents. There was no significant difference between the intervention group and the control group (χ2 = 0.204, 0.094, P> 0.05) . The proportion of parents with low sodium salt was 2.44%. There was no significant difference between the two groups (χ2 = 1.218, P> 0.05). After the school’s health education, the awareness rate of salt-related knowledge among students and parents in the intervention group was significantly higher than that in the control group (P <0.01), and the utilization rate of low-sodium salt was significantly higher than that of the control group (χ2 = 39.298 , P <0.01). However, there was no significant difference between the two groups before and after health education (χ2 = 2.328, P> 0.05). Conclusion School-based salt-lowering health education can effectively improve the awareness of primary school students and their parents about salt knowledge. However, the change of dietary behaviors still needs the guidance and consolidation of continuing health education.