本文選題：營(yíng)養(yǎng)狀況 + 干預(yù)性研究　； 參考：《青島大學(xué)》2017年碩士論文

【摘要】：目的對(duì)小學(xué)生及家長(zhǎng)進(jìn)行強(qiáng)化干預(yù)和常規(guī)干預(yù),比較強(qiáng)化干預(yù)和常規(guī)干預(yù)的干預(yù)效果,探討強(qiáng)化干預(yù)措施的有效性和進(jìn)一步推廣的可行性。方法選取青島市市南區(qū)4所小學(xué)3~5年級(jí)的學(xué)生及家長(zhǎng)分為干預(yù)組和對(duì)照組:干預(yù)組學(xué)生697人,對(duì)照組學(xué)生731人;干預(yù)組家長(zhǎng)1113人,對(duì)照組家長(zhǎng)1234人,干預(yù)組進(jìn)行“特制教學(xué)計(jì)劃”“健康教育課程”和“大手拉小手”等有針對(duì)性的強(qiáng)化干預(yù),對(duì)照組進(jìn)行以“快樂10分鐘”為主的常規(guī)干預(yù),且在干預(yù)前后對(duì)調(diào)查學(xué)生及家長(zhǎng)進(jìn)行問卷調(diào)查,對(duì)小學(xué)生進(jìn)行體格檢查,評(píng)價(jià)營(yíng)養(yǎng)干預(yù)效果,并運(yùn)用SPSS19.0軟件對(duì)資料采用χ~2檢驗(yàn)和t檢驗(yàn)進(jìn)行統(tǒng)計(jì)學(xué)分析。結(jié)果小學(xué)生健康知識(shí)知曉率:通過1年的干預(yù)措施,干預(yù)組提高了19.09%,對(duì)照組提高了3.31%(P0.01)。小學(xué)生健康行為養(yǎng)成率:干預(yù)前干預(yù)組和對(duì)照組相差不大(P0.05),干預(yù)后干預(yù)組“經(jīng)常吃新鮮蔬菜”、“經(jīng)常吃新鮮水果”和“放學(xué)后及周末進(jìn)行體育鍛煉”明顯高于對(duì)照組(P0.01);通過1年的干預(yù)措施,干預(yù)組“每天都吃早餐”、“經(jīng)常吃新鮮蔬菜”、“經(jīng)常吃新鮮水果”、“每天都喝奶”、“放學(xué)后及周末進(jìn)行體育鍛煉”均有明顯提高(P0.01),對(duì)照組變化不大(P0.05)。小學(xué)生BMI的變化情況:通過1年的干預(yù)措施,干預(yù)組小學(xué)生BMI增長(zhǎng)值為(0.60±1.56)kg/m~2,對(duì)照組為(1.06±1.51)kg/m~2(P0.01)。小學(xué)生營(yíng)養(yǎng)狀況:干預(yù)組和對(duì)照組改善均不明顯(P0.05)。家長(zhǎng)營(yíng)養(yǎng)干預(yù)結(jié)果:干預(yù)后,干預(yù)組小學(xué)生家長(zhǎng)營(yíng)養(yǎng)知識(shí)知曉率有明顯改善;小學(xué)生家長(zhǎng)營(yíng)養(yǎng)知識(shí)知曉率隨著文化程度的增高而增高(P0.05);干預(yù)組小學(xué)生家長(zhǎng)大部分健康行為養(yǎng)成率有所提高。結(jié)論通過1年的營(yíng)養(yǎng)干預(yù)措施,相較于常規(guī)干預(yù),有針對(duì)性的營(yíng)養(yǎng)健康教育對(duì)提高小學(xué)生和家長(zhǎng)的營(yíng)養(yǎng)知識(shí)知曉率、健康行為養(yǎng)成率和預(yù)防營(yíng)養(yǎng)性疾病的發(fā)生等方面更有優(yōu)勢(shì)。
[Abstract]:Objective to compare the effect of intensive intervention and routine intervention on primary school students and their parents, and to explore the effectiveness and feasibility of intensive intervention.Methods the students and their parents were divided into two groups: intervention group (697 students), control group (731 students), intervention group (1113 parents) and control group (1234 parents).The intervention group received intensive intervention such as "special teaching plan" "health education course" and "big hand pulling small hand", while the control group received routine intervention with "happiness 10 minutes" as the main intervention.The students and parents were investigated by questionnaire before and after the intervention, the pupils were examined by physical examination, the effect of nutritional intervention was evaluated, and the data were analyzed statistically by 蠂 ~ 2 test and t test by SPSS19.0 software.Results the awareness rate of pupils' health knowledge: after one year's intervention, the intervention group increased 19.09% and the control group increased 3.31% P 0.01.The rate of health behavior formation of primary school students: there was no significant difference between the intervention group and the control group before the intervention, but the intervention group "often ate fresh vegetables" after the intervention."eat fresh fruit" and "physical exercise after school and weekend" were significantly higher than those in control group (P 0.01). After one year's intervention, the intervention group "ate breakfast every day", "often ate fresh vegetables", "often ate fresh fruit", and "often ate fresh fruit"."drinking milk every day", "physical exercise after school and weekend" were significantly improved, the control group did not change P0.05.The change of BMI in primary school students: after one year's intervention, the increase value of BMI in the intervention group was 0.60 鹵1.56 kg 路kg 路m ~ (-2) and that in the control group was 1.06 鹵1.51 kg 路kg ~ (-2) 路kg ~ (-1) 路kg ~ (-1) 路kg ~ (-1) 路m ~ (-1).Nutritional status of primary school students: the intervention group and the control group were not significantly improved P0.05.Results of parental nutrition intervention: after intervention, the awareness rate of parents' nutrition knowledge in the intervention group was obviously improved;The awareness rate of parents' nutrition knowledge increased with the increase of education level, and the rate of healthy behavior formation of most parents in the intervention group increased.Conclusion compared with routine intervention, nutritional health education has more advantages in improving the awareness rate of nutrition knowledge, developing healthy behavior and preventing the occurrence of nutritional diseases in primary school students and parents after one year's nutrition intervention.
【學(xué)位授予單位】：青島大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：R153.2

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