Effect of a Multi-Level Education Intervention Model on Knowledge and Attitudes of Accidental Injuries in Rural Children in Zunyi, Southwest China

Abstract

Objective: To explore the effect of a school-family-individual (SFI) multi-level education intervention model on knowledge and attitudes about accidental injuries among school-aged children to improve injury prevention strategies and reduce the incidence of pediatric injuries. Methods: The random sample of rural school-aged children were recruited by using a multistage, stratified, cluster sampling method in Zunyi, Southwest China from 2012 to 2014, and 2342 children were randomly divided into intervention and control groups. Then children answered a baseline survey to collect knowledge and attitude scores (KAS) of accidental injuries. In the intervention group, children, their parents/guardians and the school received a SFI multi-level education intervention, which included a children’s injury-prevention poster at schools, an open letter about security instruction for parents/guardians and multiple-media health education (Microsoft PowerPoint lectures, videos, handbooks, etc.) to children. Children in the control group were given only handbook education. After 16 months, children answered a follow-up survey to collect data on accidental injury types and accidental injury-related KAS for comparing the intervention and control groups and baseline and follow-up data. Results: The distribution of gender was not significantly different while age was different between the baseline and follow-up survey. At baseline, the mean KAS was lower for the intervention than control group (15.37 ± 3.40 and 18.35 ± 5.01; p < 0.001). At follow-up, the mean KAS was higher for the intervention than control group (21.16 ± 3.05 and 20.02 ± 3.40; p < 0.001). The increase in KAS in the intervention and control groups was significant (p < 0.001; KAS: 5.79 vs. 1.67) and suggested that children’s injury-related KAS improved in the intervention group. Moreover, the KAS between the groups differed for most subtypes of incidental injuries (based on International Classification of Diseases 10, ICD-10) (p < 0.05). Before intervention, 350 children had reported their accident injury episodes, while after intervention 237 children had reported their accidental injury episodes in the follow-up survey. Conclusions: SFI multi-level education intervention could significantly increase KAS for accidental injuries, which should improve children’s prevention-related knowledge and attitudes about such injuries. It should help children change their risk behaviors and reduce the incidence of accidental injuries. Our results highlight a new intervention model of injury prevention among school-aged children.

Pengaruh Aplikasi Model “Simbol Andi” Terhadap Pengetahuan, Sikap Dan Keterampilan Anak Usia Sekolah Dengan Risiko Cedera Di Kota Depok

“…Mayoritas kepala keluarga bekerja. Cao, et al (2015) dalam penelitiannya mengatakan bahwa anak yang memiliki orang tua pekerja memiiki pengawasan lebih sedikit sehingga lebih berisiko mengalami cedera. Mayoritas pendapatan keluarga dibawah UMR (< Rp3.046.180).…”

“…Mayoritas pendapatan keluarga dibawah UMR (< Rp3.046.180). Cao, et al (2015) mengatakan bahwa keluarga dengan pendapatan lebih rendah memiliki peluang lebih sedikit dalam meciptakan lingkungan yang aman. Mayoritas tipe keluarganya adalah tipe keluarga inti.…”

“…Mayoritas tipe keluarganya adalah tipe keluarga inti. Hasil studi Cao, et al (2015) memperlihatkan bahwa kejadian cedera pada anak lebih banyak terjadi pada keluarga dengan tipe keluarga inti karena faktor pengawasan lebih rendah dibandingkan pada keluarga besar.…”

“…Pengetahuan keluarga dapat ditingkatkan melalui pendidikan atau edukasi. Edukasi yang dilakukan secara multilevel (diberikan pada level individu yaitu anak usia sekolah, keluarga dan komunitas) akan meningkatkan indeks pengetahuan, dan sikap siswa sehingga terjadi penurunan angka cedera (Cao, et al, 2015). Perilaku keluarga dalam mencegah terjadinya cedera pada anak dipengaruhi oleh pekerjaan, usia dan pendidikan keluarga (Notoatmojo, 2007).…”

Combined Application of Study Design and Case-based Learning Comprehensive Model in Epidemiology Teaching

“…After that, we further needed to explore the risk factors. Finally, based on our findings of the risk factors, conducting the effective prevention efforts was our ultimate goal (Cao, et al 2015). In a word, the most difference between SD-CBL teaching model and CBL only is that SD-CBL should teach students some basic knowledge of study design firstly, which will help students to understand the research why the case should be and how to collect the information in the case.…”