关于健康的批判性思维教学的过程评估使用知情的健康选择干预措施在卢旺达:混合方法研究研究
Michael Mugisha1,2, Andrew D Oxman3, Laetitia Nyirazinyoye2
1Institute of Health and Society, Faculty of Medicine, University of Oslo, Norway. mmugisha@nursph.org.
Global health, science and practice
|December 20, 2024
概括
"知情健康选择"干预措施有效地教给卢旺达中学学生批判性健康思维技能. 扩大规模需要解决已识别的实施障碍,如课程整合和时间限制.
科学领域:
- 卫生教育健康教育
- 青少年健康 青少年健康
- 干预研究研究干预研究
背景情况:
- 信息健康选择 (IHC) 干预措施在卢旺达中学的一个集群随机试验中进行了评估.
- 该干预措施在提高学生的批判性健康思维能力方面表现出有效性.
- 一个并行过程评估检查了影响干预实施,影响和可扩展性的因素.
研究的目的:
- 评估IHC干预在卢旺达中学中的可行性和有效性.
- 识别干预实施和扩展的促进者和障碍者.
- 了解与健康教育干预的学生和教师的经验.
主要方法:
- 一种结合定量和定性数据收集的混合方法方法.
- 来自教师培训和课程评估的定量数据.
- 来自学生焦点小组,家长/监护人讨论,课时观察,教师采访,管理员采访和决策者采访的定性数据.
主要成果:
- 教师们发现培训有助于他们,所需的调整最小.
- 学生获得了评估健康声明和做出明智决策的关键技能.
- 主要促进者包括干预设计,动机和学校/家庭支持;障碍涉及课程不整合,竞争优先级和时间限制.
结论:
- IHC的干预对卢旺达的中学是可行的,为学生带来了好处.
- 成功扩展需要解决已识别的实施障碍,例如课程协调和资源分配.
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