Intervention effect of blended health literacy education combining WeChat and participatory class among college students
10.16835/j.cnki.1000-9817.2020.07.016
- VernacularTitle:微信和参与式课堂对大学生健康素养干预效果评价
- Author:
KANG Lisha, LIANG Xiaoshan, LI Huimin, YU Yuxiang
1
Author Information
1. Health Publicity and Education Center of Guangzhou, Guangzhou(510630), China
- Publication Type:Journal Article
- Keywords:
Communication media;
Health education;
Health promotion;
Intervention studies;
Students
- From:
Chinese Journal of School Health
2020;41(7):1015-1018
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effect of blended health literacy education combining WeChat and participatory class among college students, and to provide references for enriching the technology of health education in college.
Methods:Using cluster random sampling method, 378 freshmen from 10 classes of a non-medical college in Guangzhou were selected as the research objects. The intervention group (193) was given blended health literacy education including WeChat and participatory class education, while the control group (185) recieved no intervention. The other types of health educaiton were not limited in both groups. A survey was conducted among those college students before and after the health education by applying Questionnaire on College Students’ Health Literacy.
Results:According to the baseline survey, there were no significant differences between the intervention group and the control group in the level of health literacy and basic situations(P>0.05). But after the intervention, the scores of health literacy and basic health concept and knowledge, health skills of three aspects were (54.34±6.03) (23.91±2.44) (12.39±2.32) respectively, and infectious diseases prevention, chronic diseases prevention, safety and first aid，health information of six health issues were(5.59±1.34) (10.17±1.57) (12.88±1.55) (6.33±1.58), higher than those in the control group, and the differences were statistically significant(t=3.50, 2.50, 3.94, 2.50, 2.79, 2.48, 2.12, P<0.05). The overall health literacy level of the intervention group was 71.5%(138/193) and the control group was 51.9%(96/185), there was significant difference between two groups(χ2=15.40, P<0.01).
Conclusion:Blended health literacy education improves college students’ health literacy level sbustantially, which may provide references to the technology of health literacy intervention in college.
