| 樊莉蕊,古羽舟,罗业飞,陈韵聪,杜瑶瑶,韩志刚,蔡衍珊,何蔚云,梁清儿,姚芷潞,刘芳华,徐慧芳.青年学生性健康和HIV感染风险评估干预微信小程序设计及其测试结果分析[J].中华流行病学杂志,2021,42(11):1942-1947 |
| 青年学生性健康和HIV感染风险评估干预微信小程序设计及其测试结果分析 |
| Design and analysis of testing results of a WeChat applet for sexual health and HIV infection risk assessment in young students |
| 收稿日期:2021-07-12 出版日期:2021-11-20 |
| DOI：10.3760/cma.j.cn112338-20210712-00544 |
| 中文关键词: 青年学生 艾滋病病毒/艾滋病 性健康 自我分类理论 |
| 英文关键词: Young students HIV/AIDS Sexual health Self-categorization theory |
| 基金项目:国家重点研发计划（2017YFE0103800）；国家自然科学基金（71774178）；广州市科技计划（201607010368） |
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| 中文摘要: |
| 目的 分析青年学生性健康和HIV感染风险评估干预微信小程序（"熊探"）设计及其测试情况，了解其可行性和有效性。方法 以自我分类理论为指导，采用聚类分析和德尔菲专家咨询法，确定"熊探"架构、风险评估指标体系以及预防干预内容。通过青年学生社团招募青年学生体验式参加"熊探"测试，收集和分析重复测试者前后两次测试结果变化情况以及满意度调查结果。结果 研究对象包括重复测试2次者393人和自愿参与满意度调查者750人。"熊探"包括角色自我判定、自我测试、风险评估、评估报告生成与后台管理5个模块。风险评估模块包括风险评估指标体系一级指标6项和二级指标55项；评估报告生成模块包括角色诊断类型、艾滋病性健康知信行雷达图和干预处方。393名重复测试者中，对艾滋病是严重传染病、我国青年学生疫情趋势/传播途径、主动寻求HIV检测服务、感染者关怀的知晓率有所提高（P<0.05）。对"熊探"满意度调查结果显示，研究对象接受率为75.7%（568/750）、认可结果判断为86.5%（649/750）、认为问题难易适中为83.1%（623/750）、认为学到知识为93.3%（700/750）、对页面设计满意为84.1%（631/750）。"傻白甜""好奇宝宝"和"老司机"3种角色类型中，"傻白甜"类型认为问卷填写时长较长、问题难度稍大（P<0.05）；"好奇宝宝"认为学到更多的知识（P<0.05）。结论 "熊探"将艾滋病相关知信行融入具有挑战性、趣味性和互动性的游戏中，为青年学生提供个性化、具象化的HIV感染风险评估和自我干预，可有效帮助学生直观感知、纠正自身知信行和风险认知误区，获取安全套、检测等干预服务的链接，获得体验者的认可，但"熊探"的大规模应用及其长期效果尚需进一步检验。 |
| 英文摘要: |
| Objective To summarize the design and analysis of testing results of a WeChat applet, which is called "Detective Bear", for sexual health and HIV infection risk assessment in young students, and evaluate its feasibility and effectiveness. Methods Based on self-categorization theory, by using cluster analysis and Delphi expert consulting method, the framework of WeChat applet, risk assessment index system and preventive intervention content were determined. Young students were recruited by student associations for the application test, the results of the repeated tests and the satisfaction survey were collected and analyzed. Results The study included 393 participants who repeated the test twice and 750 participants who volunteered to participate in the satisfaction questionnaire survey. The applet contains five modules:self-role judgment, self-test, risk assessment, assessment report generation and background management. The risk assessment module contains 6 first-level indicators and 55 second-level indicators. Assessment report generation module includes role diagnosis type, radar chart of HIV sexual health KAP and intervention prescription. In 393 students who repeated the test, the awareness of AIDS to be a serious sexually transmitted disease, the epidemic trend in young students in China, with active seeking HIV testing services and caring the infected improved. The satisfaction survey showed that 75.7% of students (568/750) accepted the applet, 86.5% (649/750) agreed the evaluation report, 83.1%(623/750) thought that there were some problems, but it was easy to use, 93.3% (700/750) said they can learn something from the applet and 84.1% (631/750) satisfied with the page design. Some students thought the questionnaire was too long and somewhat difficult to complete (P<0.05), and some reported that more can be learned (P<0.05). Conclusions The applet integrates AIDS prevention related knowledge and practice into a challenging, interesting, interactive game and provide individualized, concrete risk assessment and self-intervention for young students, which can effectively help students to improve the awareness of AIDS related knowledge and get links for access to condoms, testing and other intervention services. However, its large-scale application and long-term effect need to be further tested. |
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