目的 了解临床医学专业本科生健康教育能力现状并分析其影响因素。方法 2019年和2020年,选取哈尔滨某医科大学2017级和2018级临床医学专业388名本科生,调查其健康教育能力,构建健康教育能力影响因素的结构方程模型,并进行中介效应检验。结果 临床医学专业本科生健康教育能力评分为(28.95±5.30)分;一般自我效能感评分为(27.81±5.58)分。388名学生中,关注健康知识和事件以及关注周围人健康行为的学生分别为108名(29.3%)和78名(21.1%);同意“做不好健康教育的医生不是好医生”“健康教育基本技能可以促进医生各方面的能力”“健康教育技能是临床医生应当具备的基本功”的人数分别为253名(68.5%)、283名(76.7%)和290名(78.6%)。影响健康教育能力的因素为一般自我效能感、家庭情况、对健康教育重要性认知和健康关注度(标准化后总效应为分别为0.36、0.21、0.15 和0.06,均P<0.05)。其中,一般自我效能感和对健康教育重要性认知是重要的中介因素。结论 临床医学专业本科生健康教育能力有待提高,可以通过提高一般自我效能感和健康教育重要性认知这2个重要影响因素,促进临床医学专业本科生的健康教育能力的提升。
尹慧
,
李闻轩
,
李泽慧
,
陶雨春
,
张颖
,
刘玮
,
董俊宏
,
张作明
,
王丽敏
. 临床医学专业本科生健康教育能力现状及其影响因素研究[J]. 中华医学教育杂志, 2024
, 44(3)
: 161
-165
.
DOI: 10.3760/cma.j.cn115259-20230426-00434
Objective To understand the current status of health education abilities of clinical medicine undergraduates and analyze its influencing factors, in order to inform future improvement of their health education abilities. Methods In 2019 and 2020, 388 undergraduates of 2017 and 2018 clinical medicine majors from a medical university in Harbin were investigated with regards to their health education abilities, to build a structural equation model of the influencing factors of health education ability, and conduct a mediate effect test. Results The overall health education abilities of clinical medicine undergraduates are normal, with a score of (28.95±5.30); The general self-efficacy score is (27.81±5.58). Among the 388 students, 108(29.3%) were concerned about health knowledge and events, and 78(21.1%) were concerned about the health behavior of those around them; The number of people who agree that ″doctors who cannot do well in health education are not good doctors″ ″basic skills in health education can promote various abilities of doctors″ and ″health education skills are the basic skills that clinical doctors should possess″ are 253(68.5%), 283(76.7%) and 290(78.6%), respectively. The most influential factors on health education ability were general self-efficacy, the others were family conditions, the awareness of the importance of health education and the awareness of health care (the standardized total effect were 0.36, 0.21, 0.15 and 0.06, all P<0.05). General self-efficacy and awareness of the importance of health education are important mediating factors. Conclusions The health education abilities of clinical medicine undergraduates need to be further enhanced by improving the general self-efficacy and awareness of the importance of health education.
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