大学新生“TLS”模式防艾健康教育效果分析——以承德医学院为例

目的为了解大学新生"TLS"防艾健康教育效果,探索适合高校大学生特点的同伴健康教育模式,为学校开展防艾健康教育提供科学可靠的依据。方法采用整群随机抽样的方法,在我校2017级大一新生中实施"TLS"模式防艾健康教育,在教育前后进行艾滋病防治相关知识、态度问卷调查,统计分析教育效果。结果教育后,大一新生对艾滋病防治相关知识得分从(13.83±2.64)分提高到(16.72±1.93)分(P0.001);艾滋病知识国8条综合知晓率提高了19.5个百分点(χ~2=196.711,P0.001);对艾滋病的正向态度得分从(1.99±0.89)分提高到(2.51±0.68)分(P0.001);大一新生对该教育模式的总体满意度达98.9%。结论 "TLS"模式防艾健康教育对提高大学生艾滋病防治知识和态度效果较好。高校可根据实际情况选拔培训大学生防艾宣讲员开展艾滋病预防健康宣传同伴教育。     

同伴教育对高中生艾滋病知识、态度影响的近期效果评估

目的探索有效的高中生健康教育方式,预防和控制艾滋病(AIDS)的传播。方法采用分层整群抽样法抽取房山区辖区内4所中学的4个班级,由同伴教育员对4个班级全体学生进行AIDS相关知识的培训,培训前后分别进行问卷调查并对相关指标进行χ~2检验。结果 AIDS相关知识培训前平均知晓率51.27%,培训后平均知晓率93.94%,差异有统计学意义(χ~2=46.37,P0.01);对艾滋病人及其家属态度培训前平均有36.50%的人为积极态度,培训后平均有90.27%的人为积极态度,差异有统计学意义(χ~2=63.54,P0.01)。结论同伴教育对提高中学生艾滋病相关知识水平、转变态度等方面效果明显,应将此方法进行推广。     

综合干预模式对戒毒人员艾滋病和毒品相关知识与行为培训的效果

目的 了解不同干预模式对戒毒人员艾滋病、毒品相关知识培训的效果,为建立有效综合干预模式提供依据.方法 采用整群抽样的方法,于2006年12月-2007年5月,对戒毒人员采用直接培训、自我教育和同伴教育三种干预措施进行艾滋病和毒品知识培训,并在培训前后调查其对毒品和艾滋病知识的知晓率和行为等.结果 通过三种方法干预后,戒毒人群对艾滋病、毒品一般知识知晓率,艾滋病三大传播途径、不安全性行为、可能感染艾滋病方式和降低吸毒感染艾滋病危险的方法的认知率,均有不同程度的提高,增幅在10%以上.其中毒品、艾滋病一般知识知晓率提高最大,从培训和自我教育前的61.25%提高到79.32%,同伴教育后提高到96.61%.降低吸毒感染艾滋病危险的方法认知率提高到89.41%.而三大传播途径的知晓率由直接培训和自我教育前的68.22%提高到93.41%,而同伴教育后仅提高2个百分点.结论 对戒毒人群采取综合干预模式进行干预,可显著提高其相关知识的知晓率,为阻断艾滋病的传播奠定了基础.     

同伴支持教育对直肠癌造口患者术后延续护理效果的影响

目的:研究同伴支持教育对直肠癌造口患者术后延续护理效果的影响.方法:选择2013-10/2015-01在南阳市中心医院收治的直肠癌造口术后患者90例,将患者随机分为研究组和对照组,各45例.对照组按常规进行健康教育,研究组在常规健康教育基础上实行同伴支持教育,干预1 mo.具体方法如下.(1)同伴教育者的选择和培训,建立患者和医务人员的桥梁,并及时反馈患者的健康行为改变的依从性;(2)同伴教育活动的实施:对造口患者进行针对性同伴支持教育.由同伴支持教育干预小组成员制定健康教育工作计划、确定健康教育形式、评价指标等,并记录患者的健康生活质量及心理状况等相关指标.结果:两组护理干预后健康促进生活方式评分较干预前均显著提高(P0.05),干预后研究组较对照组的健康促进生活方式评分明显提高(P0.05).干预后研究组患者的焦虑自评量表(Self-rating Anxiety Scale,SAS)、抑郁自评量表(Self-rating Depression Scale,SDS)评分明显低于对照组患者(P0.05).两组护理干预1 mo后自我管理效能感评分较出院时均显著提高(P0.05),干预后研究组较对照组的评分明显提高(P0.05).结论:同伴支持教育可以显著提高直肠癌造口患者术后的健康促进生活方式评分和患者自我管理效能感评分,并且可以缓解术后患者出现的焦虑、抑郁等负性情绪,对患者的术后延续护理效果具有很好的辅助效果.     

中等职业学校学生艾滋病知识和态度分析及建议

目的了解辽宁省某中等职业技术学校学生(中职生)对艾滋病知识、态度的认知现状及需求。方法对辽宁省某中等职业技术学校学生进行问卷调查。结果共调查1 738名学生,对艾滋病认知的平均得分为(8.19±4.65)分(满分20分),性别、年级和专业是影响艾滋病知识认知水平的主要因素。职校学生获得艾滋病知识的途径主要为:电视广播(3.65±1.10)分,互联网为(3.31±1.19)分,报纸杂志(3.27±1.05)分(满分35分)。结论中职学校学生对艾滋病一般知识知晓率普遍偏低,对职业技术学校的学生开展综合性的艾滋病防治知识及性教育重要。     

乡镇中学生开展艾滋病性病知识同伴教育效果评估

目的探讨针对乡镇中学生采取同伴教育措施预防艾滋病的策略。方法在广东省珠江三角洲某市,随机选择2所乡镇中学,共征募并培训20名同伴教育员在校开展同伴教育工作,组织开展多种形式的艾滋病知识宣传活动。在干预前后用相同的调查表对学生进行问卷调查。结果干预前后(相隔6个月)分别调查192名和191名在校中学生,艾滋病知识总知晓率从干预前的22.92%提高到干预后的66.49%(P<0.05);最近半年有性行为的比例从干预前的18.23%下降到干预后的9.95%(P<0.05);最近一次性生活中采取安全措施的比例从干预前的52.71%增加到干预后的94.74%(P<0.05)。结论在乡镇中学生中开展同伴教育活动能显著提高中学生对艾滋病知识的知晓率,减少对艾滋病的歧视,减少危险性行为,对发挥中学生在控制艾滋病蔓延的作用具有重要作用。     

云南省女性艾滋病高危人群同伴教育及外展工作质控评估结果分析

目的了解云南省女性高危人群艾滋病同伴教育及外展工作质量,发现同伴教育及外展工作中的薄弱环节,以便改进和提升。方法运用《云南省高危人群艾滋病外展和同伴教育服务质量控制工作手册(试行)》,采用内部评估和外部抽查评估的方法,从8个方面对同伴教育和外展工作进行评估。结果内部评估小组118个,综合平均得分为73.9分,最高为88.8分,最低为57.4分,80分的占43.2%(51/118);外部抽查评估小组17个,综合平均得分为64.3,最高为85.6分,最低为34.9分,80分的为12/17;无论内部评估还是抽查评估,得分较低的依次为标准8、标准6、标准3和标准2;t检验结果显示:内部评估中社区小组8个标准得分均高于非社区小组,得分差异均有统计学意义(P 0.05);外部评估中社区小组与非社区小组间的标准2、标准3、标准4、标准6和标准8得分差异均有统计学意义(P 0.05)。结论同伴教育及外展工作在督导评估、感染风险评估及预防计划制定、外展人员获得支持和接受监督、外展人员招募选择及培训方面需要进一步改善;与非社区小组相比,社区小组在对外展和同伴教育员的招募选择和培训、外展和同伴教育员的支持和监督、健康信息提供、目标人群的风险评估及预防计划制定和督导评估方面,具有较为明显的优势。     

同伴教育在高职学生艾滋病健康教育中的效果

目的 调查同伴教育对不同年级高职学生关于艾滋病知识知晓率的影响,以及同伴教育次数对艾滋病知识掌握程度的影响.方法 2018-2019年,按年级将高职学生随机均分为同伴教育组和对照组,在两年间调查比较干预前后高职学生知晓率的变化.结果 共收回2 872份问卷,2018年和2019年同伴教育组的总体知晓率(96.9％和97...     

同伴教育在医院护生艾滋病反歧视教育中的应用

目的探讨同伴教育在医院护生艾滋病反歧视教育中的应用效果,为实习护生开展艾滋病相关知识培训的教育模式提供参考。方法采用随机抽样的方法,选取广西某医院2013-01~2014-01实习护生240名为研究对象,按照随机数字表将实习护生以小组为单位分为观察组和对照组。对照组接受常规教育,观察组接受常规教育和同伴教育。干预前后对护生的相关知识、相关态度及护理意愿方面进行调查。结果干预后,观察组与对照组护生在相关知识、护理意愿方面的得分显著提高,相关态度得分显著下降,差异有统计学意义(P0.05);观察组比对照组改变更明显,差异有统计学意义(P0.05)。结论同伴教育在对医院实习护生进行艾滋病反歧视教育中的效果明显,可作为针对实习护生进行艾滋病相关知识培训的常规教育模式。     

心理干预及同伴教育对艾滋病手术患者手术前焦虑心理的影响

目的探讨心理干预及同伴教育对艾滋病手术患者术前焦虑心理状态的影响。方法对2012年4月至2012年12月在我院艾滋病科住院的80例艾滋病手术患者实施术前心理干预及同伴教育,在干预前后均采用Zung焦虑自评量表（SAS）进行问卷调查,比较干预前后艾滋病患者焦虑心理状态的变化情况。结果 80例艾滋病患者在护理人员心理干预及艾滋病同伴教育前后其焦虑评分比较,差异具有统计学意义（P〈0.05）。结论对艾滋病患者进行术前心理干预及开展同伴教育,可帮助患者减轻焦虑心理,树立战胜疾病的信心和勇气,保持最佳身心状态,配合治疗,为进一步抗病毒治疗打下基础。     

Effectiveness of peer education in HIV/STD prevention at different types of senior high schools in Shanghai, People's Republic of China

The epidemic of HIV/AIDS greatly threatens Chinese youth. Our study was intended to examine the effectiveness of the peer education method in HIV/AIDS prevention in different types of senior high schools in Shanghai. A peer education intervention was conducted in 10 different types of senior high schools, including three key senior schools, four ordinary senior schools and three vocational schools in Shanghai for three months. A cohort of 1910 students was surveyed (n=976 intervention group, n=934 control group) through anonymous questionnaires, both pre- and postintervention. There were significant differences in the results among these different types of senior schools. Peer education is an efficient method of increasing the knowledge of AIDS/sexually transmitted diseases in senior school students. However, the contents and the schedule should be different between different types of schools, and students in vocational schools require more health education.     

Process evaluation of school-based peer education for HIV prevention among Yemeni adolescents

In 2005, a survey was conducted among all the 27 high schools of Aden, which revealed low levels of knowledge on major prevention measures, and a high level of stigma and discrimination towards people living with HIV (PLWH). The results served as a baseline for implementing a school-based peer education intervention for HIV prevention in the 27 schools of Aden. In 2008, and after 3 years of implementation, a quasi-experimental evaluation was conducted, which revealed that the peer education intervention has succeeded in improving HIV knowledge and skills; and in decreasing stigmatization of PLWH. This process evaluation aims to give a deeper understanding of the quasi-experimental evaluation which was conducted in the 27 high schools of Aden, and to highlight the factors that facilitated or inhibited school peer education in such a conservative Muslim setting. Qualitative methodologies were pursued, where 12 focus group discussions and 12 in-depth interviews were conducted with peer educators, targeted students, school principals, social workers, and parents of peer educators. Results revealed that school-peer education was well received. There was an apparent positive effect on the life skills of peer educators, but the intervention had a lesser effect on targeted students. Key enabling factors have been the high quality of training for peer educators, supportive school principals, and acceptance of the intervention by parents. These findings are important for improving the life skills and peer education intervention at the school level, and in better planning and implementation of life skills and peer programmes at a national scale.     

北京市在中学生中开展预防AIDS健康教育效果的研究

目的 了解北京市预防艾滋病（AIDS）知识和生活技能教育项目，对中学生在预防AIDS知识、态度和需求方面的健康教育的效果，为在中学普遍开展预防AIDS知识和生活技能教育提供依据。方法 对北京市20所中学学生进行预防AIDS健康教育和生活技能培训，在培训前、后采用整群抽样方法获取样本进行评估。结果 健康教育活动后学生关于AIDS常识、传播途径、预防措施正确回答率有显著提高。活动前后分别有32．26％和32．48％的学生认为课内教育和课外活动相结合是最有效的健康教育方式。结论 成功地对中学生进行了预防AIDS健康教育和生活技能培训，在中学中推广AIDS健康教育和生活技能培训势在必行。     

Outcomes of Project Wall Talk: an HIV/AIDS peer education program implemented within the Texas State Prison system.

We report select outcomes from an evaluation of Project Wall Talk, a community-based, peer-led HIV prevention education program implemented in 36 Texas State prison units. Peer educators completed questionnaires prior to receipt of a 40-hour intensive training (N = 590) and at 9-month follow-up (N = 257). Students (N = 2506) completed questionnaires pre- and post-receipt of peer educator-led HIV education sessions. Peer educators and their students showed significant increases in HIV-related knowledge. Peer educators showed significant increases in assessment of their skills as educators. For both peer educators and students, significant differences in HIV-related knowledge were indicated across categories of prior educational level attained and race/ethnicity; no such differences were indicated at follow-up. Compared with baseline, a significantly greater proportion of peer educators reported ever having had an HIV test. After receiving peer-led education, a significantly smaller proportion of students reported they knew their HIV status and more indicated plans to take an HIV test. Additionally, in months 12 and 18 following program implementation, the numbers of HIV tests at the five units that implemented the peer education program were roughly twice that of five, matched comparison units without the peer education program. Based on peer educator reports, we projected that peer educators (N = 257) may have as many as 84,000 or more annual opportunities to share HIV-related knowledge with other prisoners outside the classroom.     

HIV/AIDS prevention through peer education and support in secondary schools in South Africa

The implementation and evaluation of a peer education and support programme in secondary schools to prevent and reduce high-risk sexual behaviour amongst adolescents is discussed. The aims of the programme were to provide accurate information about HIV/AIDS, discuss and reconsider peer group norms, and establish support for learners. In the programme that was implemented in 13 secondary schools in Tshwane, South Africa, peer educators were identified, trained and supported to implement the programme in their schools with the assistance of a teacher and postgraduate students as facilitators. Peer educators organised HIV awareness activities, facilitated class discussions on risk behaviour and gender relationships, and supported learners in solving personal problems. Process evaluation included weekly reports and focus group discussions with peer educators and teachers. A quasiexperimental design involving an experimental and control group, as well as pre- and post-assessments, was used to evaluate the impact of the programme on psychological well-being, personal control, school climate and reported high-risk behaviour of learners aged between 13 and 20 years. The results showed that the percentage of learners in the experimental group who were sexually experienced remained unchanged over the time period of 18 months. In contrast, a significantly increased percentage of learners in the control group were sexually experienced after the same time period. The control group also perceived more of their friends to be sexually experienced. No differences were reported in condom use in either of the groups. The findings of this study suggest that peer education can contribute to a delayed onset of sexual activity, and can therefore contribute to the prevention of HIV/AIDS amongst adolescents.     

Can Peer Education Make a Difference? Evaluation of a South African Adolescent Peer Education Program to Promote Sexual and Reproductive Health

Peer education is popular both with governments and with young people. The purpose of this quasi-experimental study was to evaluate the effectiveness of a government-led peer education program on the self-reported sexual health behavior and related psychosocial outcomes of adolescent students in public high schools in the Western Cape of South Africa. Grade 10 students (n = 3934), at 30 public high schools (15 intervention, 15 comparison) were recruited to the study. In the intervention schools, peer educators were recruited and trained to provide information and support to their fellow students. Sexual health behaviors and related psychosocial outcomes of students were measured at baseline and at follow up 18 months later. Comparisons were made between those in the intervention and comparison group schools. We were unable to detect a significant difference in the age of sexual debut, use of condoms at last sex, goal orientation, decision-making or future orientation for students in the intervention group as compared to students in the comparison group. The findings suggest that the peer education program was not effective in reducing the age of sexual debut or condom use. Issues around the implementation of the program suggested that this was sub-optimal. Governments who advocate widespread use of peer education as an approach need to recognise barriers to implementation and ensure ongoing monitoring and evaluation of effectiveness and cost effectiveness.     

中国18省市城市高中生预防艾滋病知识和态度分析

目的了解中国城市高中生预防艾滋病知识、态度情况,为进一步制定高中生艾滋病预防教育提供依据。方法按照分层整群抽样方法,抽取全国18个省(自治区、直辖市,下同)的109 754名城市高中生进行《中国青少年健康危险行为》问卷调查,问卷采取无记名自填方式。结果 109 754名城市高中生中,55.3%的学生曾从学校接受过艾滋病教育,79.0%的学生"知道艾滋病病原体",68.6%的学生"不同意将感染艾滋病的同学隔离",66.0%的学生表示"会像以前那样和感染艾滋病的朋友继续来往"。各省之间艾滋病预防教育差异较大,职业高中学生在学校接受艾滋病教育和反歧视态度的报告率,均低于重点高中和普通高中的学生(P<0.01);社会经济水平好的地区反歧视态度较高(P<0.01)。结论我国学校预防艾滋病教育资源分布不均衡,北方地区学校开展预防艾滋病知识教育的覆盖率还不够,还应加强对职业高中学生艾滋病的宣传和健康教育力度。     

Impact of education in promoting the knowledge of and attitude to HIV/AIDS prevention: a trial on 17,000 Iranian students

The aim of this study was to assess the impact of an educational course on knowledge and attitude of students regarding HIV/AIDS prevention in Tabriz, Iran. The study was conducted by self-assessment technique among university students before and after an educational training programme. The findings showed that the knowledge of students increased significantly (P<0.05). The attitude to the problem also improved positively in the subjects (P<0.05). It is concluded that short-term training courses and continuous educational programmes (i.e. peer education, etc.) should be provided to young students through the course materials in the universities and schools promoting the awareness and attitude to this ever-increasing health problem.     

Evaluation of a peer education programme for female sex workers in Bali, Indonesia

The objective of this paper is to evaluate a peer education programme for female sex workers in Bali, Indonesia. Sex workers participated in face-to-face interviews and STD exams in August-September 1998. In October 1998 one woman from each of 30 clusters was selected to be a peer educator and received a 2-day training on AIDS, STDs, condom use, and condom negotiation. After training, the peer educators were visited twice a week by field workers to answer questions and offer support. All sex workers received group education every 2 months. In January-February 1999, the sex workers again participated in face-to-face interviews and examinations. One month after peer education training, only 50% of the peer educators were still working in the clusters where they were trained. To evaluate the impact of the peer educators, sex workers in clusters where a peer educator continued to work were compared with sex workers in clusters where women did not continue to work (n=189). In clusters where women continued to work, there were higher levels of AIDS knowledge (P < 0.05), STD knowledge (P < 0.05) and condom use (82 vs 73%, P=0.15). The prevalence of Neisseria gonorrhoeae infection was also lower in clusters with a peer educator (39% vs 55%, P=0.05) than in clusters without a peer educator.