一个护士带领的,基于学校的场景和基于拼图的数字隐私教育:对儿童自主权和隐私意识的影响
Reyhan Yalçın1, Türkan Kadiroğlu1
1Department of Pediatric Nursing, Ataturk University, Erzurum, Turkey.
概括
一个由护士领导的项目改善了四年级学生的数字隐私意识和自主权. 这种教育对于在数字时代促进儿童健康至关重要,解决隐私侵犯等在线风险.
科学领域:
- 儿童健康 儿童健康
- 数字识字数字识字
- 促进健康 促进健康
背景情况:
- 儿童面临着不断升级的在线风险,包括侵犯隐私和不安全的数据共享.
- 数字隐私素养和自主性是促进儿童健康的重要组成部分.
- 现有的儿童在线安全教育干预措施需要进一步调查.
研究的目的:
- 评估护士领导的教育计划对四年级学生的数字隐私素养和自主性的影响.
- 评估交互式,适合发育的方法在提高儿童在线安全意识方面的有效性.
- 确定该计划是否显著提高了儿童对个人安全,信息共享,社交媒体隐私和家长控制的理解.
主要方法:
- 一项随机对照试验与184名四年级学生 (9-11岁) 进行了随机对照试验.
- 参与者被分配到实验组 (n=93) 或对照组 (n=91).
- 实验小组接受了12个会议,由护士领导的节目,包括交互式场景,题和动画.
主要成果:
- 虽然两组之间没有观察到测试后自主性的显著差异 (p=0.087),但在实验组内,自主性得分显著增加 (p<0.001).
- 实验组在个人安全,信息共享,社交媒体隐私和家长控制 (p<0.05) 等个人安全,信息共享,社交媒体隐私和家长控制 (p<0.05) 等包括在内的整体隐私意识和子尺度上显示出明显更高的得分.
结论:
- 学校和儿科护士可以有效地促进儿童的自主权和数字隐私素养.
- 参与和适合发展的教育计划是提高儿童在线安全的关键.
- 专注于数字隐私意识的干预措施对于在数字时代促进儿童健康至关重要.
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