Application and effect evaluation of "3-PR" participatory health education model in the improvement of health literacy of secondary health school
Article
Rong, H, Xu, N, Ji, Q et al. (2019). Application and effect evaluation of "3-PR" participatory health education model in the improvement of health literacy of secondary health school
. 40(4), 523-526. 10.16835/j.cnki.1000-9817.2019.04.013
Rong, H, Xu, N, Ji, Q et al. (2019). Application and effect evaluation of "3-PR" participatory health education model in the improvement of health literacy of secondary health school
. 40(4), 523-526. 10.16835/j.cnki.1000-9817.2019.04.013
Objective To compare the effect of two different methods of "3-PR" participatory health education and traditional distribution of publicity materials on health literacy improvement of medical students, to provide a reference for making more effective measure to improve health literacy. Methods 173 Second-grade students in nursing major were selected in a secondary vocational school in Datong City. Two different intervention methods were used to intervene for 8 weeks. The experimental group (92 students) received "3-PR" participatory health education; the traditional health education intervention in the control group (81 students). The "National Residents' Health Literacy Monitoring Questionnaire 2015" was used to conduct a questionnaire survey on the experimental group and the control group before and after the intervention, and to compare the effects before and after the intervention. Results The average score of health literacy was (36.04±9.43) points and (36.01±10.17) points before and after intervention in the control group; (35.78±8.91) points and (49.53±13.53) points before and after intervention in the experimental group; No statistical difference between experimental and control group was found before intervention (t=0.18, P=0.86); There was no significant difference in health literacy score before and after intervention for the control group (t=0.03, P=0.98); Health literacy significantly increased in the experimental group after intervention (t=-11.36, P=0.00). Adequate health literacy accounted for 3.70% and 4.94% before and after intervention in the control group and 4.35% and 45.65% in the experimental group before and after intervention. No significant difference was found in adequate health literacy proportion between the two groups before intervention (χ2=0.00, P=1.00). However, the difference showed statistically significant after intervention (χ2=36.58, P=0.00). The change of health literacy score in the control group and the experimental group was (-0.02±7.52) and (12.75±10.77), respectively, accounting for 1.24% decrement and 41.30% increment. The difference between the two groups was statistically significant (t=-8.93, P=0.00). The dimension-and type-specific score of health literacy showed similar pattern. Conclusion The "3-PR" participatory health education model is more effective than the traditional health education method in improving health literacy, and it could be carried out by multi-disciplinary students.
