Effect Evalution In HIV/AIDS Health Education Model Among Young Students In Guangzhou

Objective To study the HIV/AIDS related knowledge,attitude and behavior and associated factors among young students and evaluate the effect of different models on HIV/AIDS health education among young students in order to provide health education and behavior intervention programs on HIV/AIDS accordingly.Methods1.Two universities named I,II and one secondary vocational school were selected from Guangzhou as intervention group.One university and one secondary vocational school were selected from Guangzhou as control group.2.Grade 2015 students of intervention group schools were selected as interventions.Grade 2014 students of intervention group schools and Grade 2015 students of control group schools were selected as referents.3.The study was divided into three stages: baseline survey,intervention study and final survey.(1)Baseline survey: From September to October in 2015,a stratified cluster sampling method was used to enroll all the students from the selected classes in Grade 2015 and Grade 2014 students of intervention group schools and Grade 2015 students of control group schools,separately.Classify institute and major.A baseline questionnaire survey was conducted among all the enrolled students.(2)Intervention study: From October 2015 to June 2016,the lecture and peer education model(The first model),peer education model(The second model)and the lecture model(The third model)on HIV/AIDS health education were carried out in the Grade 2015 students of intervention school I,II and secondary vocational school of control group separately.No intervention was carried out in Grade 2014 students of intervention group schools and Grade 2015 students of control group schools.(3)Final survey: From September to October in 2016,.a stratified cluster sampling method was used to enroll all the students from the selected classes in Grade 2015 students of intervention group schools and Grade 2015 students of control group schools,separately.Classify institute and major.A final questionnaire survey was conducted among all the enrolled students.4.EpiData3.1 software was used for data double entry.After the consistency test,we cleaned data and eliminated duplicate data.SPSS18.0 software was used for statistical analysis.T-test was used to for continuous variables;x~2 test was used to for categorical variables;Logistic regression model was used to analyze the associated factors.Results1.General information(1).Baseline survey of the general information: A total of 2790 students from Grade 2015 of the five schools were investigated in the baseline survey;The number of the male and female students were 1315 and 1475,separately;The average and standard deviation age of the students were 17.49±1.55;The major proportion of nation was the Han(98.3%);The number of the intervention universitiy I and II were 574 and 622,separately;The number of the universitiy of control group was 532;The number of the secondary vocational school of intervention group and control group were 585 and 496,separately.A total of 1643 students from Grade 2014 of the three intervention schools were investigated in the baseline survey;The number of the male and female students were 878 and 765,separately;The average and standard deviation age of the students were 18.69±1.45;The major proportion of nation was the Han(97.1%);The number of the intervention universitiy I and II were 585 and 519,separately;The number of the secondary vocational school of intervention group was 539.(2).Final survey of the general information: A total of 2700 students from Grade 2015 of five schools were investigated in the baseline survey;The number of the male and female students were 1212 and 1488,separately;The average and standard deviation age of the students were 18.55±1.55;The major proportion of nation was the Han(98.0%);The number of the intervention universitiy I and II were 559 and 541,separately;The number of the universitiy of control group was 531;The number of the secondary vocational school of intervention group and control group were 511 and 558,separately.2.HIV/AIDS related knowledge and intervention effect(1)The awareness rate of the HIV/AIDS knowledge and intervention effect: The baseline survey of the awareness rate of the HIV/AIDS knowledge of students of the five schools was 70.6%(3786/5365)After the intervention,the awareness rate of the HIV/AIDS knowledge of the Grade 2015 students of three intervention schools increase by 16.3%(d_r=89.6%-73.3%=16.3%);The awareness rate of the HIV/AIDS knowledge of Grade 2015 students of the two control schools increase by 5.3%(d_r=67.2%-61.9%=5.3%);All the differences above were statistically significant(P<0.01).The intervention universitiy I: After the lecture and peer education model(The first model)intervention,the difference of the awareness rate of the HIV/AIDS knowledge of Grade 2015 students between final survey and baseline survey was not statistically significant(98.0% vs.96.2%,P>0.05);The difference of the awareness rate of the HIV/AIDS knowledge between Grade 2015 students of final survey and Grade 2014 students of baseline survey was statistically significant(98.0% vs.95.4%,P<0.05).The intervention universitiy II: After peer education model(The second model)intervention,the difference of the awareness rate of the HIV/AIDS knowledge Grade 2015 students between final survey and baseline survey was statistically significant(98.3% vs.89.4%,P<0.05);The difference of the awareness rate of the HIV/AIDS knowledge between Grade 2015 students of final survey and Grade 2014 students of baseline survey was not statistically significant(98.3% vs.96.9%,P>0.05).The universitiy of control group: The difference of the awareness rate of the HIV/AIDS knowledge of Grade 2015 students between final survey and baseline survey was not statistically significant(88.3% vs.90.6%,P>0.05).The secondary vocational school of intervention group: After the lecture model(The third model)intervention,the awareness rate of the HIV/AIDS knowledge of the Grade 2015 students increase by 36.0%(d_r=68.3%-32.3%=36.0%);The secondary vocational school of control group: The awareness rate of the HIV/AIDS knowledge of the Grade 2015 students increase by 16.1%(d_r=47.1%-31.0%=16.1%);All the differences above were statistically significant(P<0.01).(2)The average scores of HIV/AIDS knowledge and intervention effect: After the intervention,the average scores of the HIV/AIDS knowledge of the Grade 2015 students of three intervention schools increase by 1.65(d_r=13.62-11.97=1.65);The difference was statistically significant(P<0.01);The difference of the average scores of the HIV/AIDS knowledge of Grade 2015 of students between final survey and baseline survey was not statistically significant(10.94 vs.10.74,P>0.05).The intervention universitiy I: After the lecture and peer education model(The first model)intervention,the average scores of the HIV/AIDS knowledge of Grade 2015 students increase by 1.26(d_k=15.09-13.83=1.26);The intervention universitiy II: After peer education model(The second model)intervention,the average scores of the HIV/AIDS knowledge of Grade 2015 students increase by 0.84(d_k=14.98-14.14=0.84);All the differences above were statistically significant(P<0.01);The universitiy of control group: The difference of the average scores of the HIV/AIDS knowledge of Grade 2015 students between final survey and baseline survey was not statistically significant(12.90 vs.12.91,P>0.05).The secondary vocational school of intervention group: After the lecture model(The third model)intervention,the average scores of the HIV/AIDS knowledge of the Grade 2015 students increase by 2.88(d_k=10.58-7.70=2.88);The secondary vocational school of control group: The average scores of the HIV/AIDS knowledge of the Grade 2015 students increase by 0.66(d_k=9.08-8.42=0.66);All the differences above were statistically significant(P<0.01).3.HIV/AIDS related attitude.and intervention effectThe average scores of HIV/AIDS attitude and intervention effect: After the intervention,the average scores of the HIV/AIDS attitude of the Grade 2015 students of three intervention schools increase by 1.40(d_r=20.59-19.19=1.40);The difference was statistically significant(P<0.01);The difference of the average scores of the HIV/AIDS knowledge of Grade 2015 students of two control schools between final survey and baseline survey was not statistically significant(18.08 vs.18.02,P>0.05).The intervention universitiy I: After the lecture and peer education model(The first model)intervention,the average scores of the HIV/AIDS attitude of Grade 2015 students increase by 1.06(d_k=21.67-20.61=1.06);The intervention universitiy II: After the second model intervention,the average scores of the HIV/AIDS attitude of Grade 2015 students increase by 1.10(d_k=21.17-20.07=1.10);All the differences above were statistically significant(P<0.01);The universitiy of control group: The difference of the average scores of the HIV/AIDS attitude of Grade 2015 students between final survey and baseline survey was not statistically significant(19.34 vs.19.36,P>0.05).The secondary vocational school of intervention group: After the lecture model(The third model)intervention,the average scores of the HIV/AIDS attitude of the Grade 2015 students increase by 2.00(d_k=18.78-16.78=2.00);The difference was statistically significant(P<0.01);The secondary vocational school of control group: The difference of the average scores of the HIV/AIDS attitude of Grade 2015 students between final survey and baseline survey was not statistically significant(16.77 vs.16.71,P>0.05).4.HIV/AIDS related knowledge behavior and intervention effectThe rate of the risky sexual behavior in the last year and intervention effect: The baseline survey of the rate of the risky sexual behavior in the last year of students of the five schools was 3.8%(191/5069).After the intervention,the difference of the rates of the risky sexual behavior in the last year of Grade 2015 students of three intervention schools between final survey and baseline survey was not statistically significant(2.6% vs.3.4%,P>0.05);The difference of the rates of the risky sexual behavior in the last year between Grade 2015 students of final survey and Grade 2014 students of baseline survey was statistically significant(2.6% vs.5.8%,P<0.05).The difference of the rates of the risky sexual behavior in the last year of Grade 2015 students of two control schools between final survey and baseline survey was not statistically significant(1.9% vs.2.5%,P>0.05).The intervention universitiy I: After the lecture and peer education model(The first model)intervention,the difference of the rates of the risky sexual behavior in the last year of Grade 2015 students between final survey and baseline survey was not statistically significant(1.6% vs.2.1%,P>0.05);the difference of the rates of the risky sexual behavior in the last year between Grade 2015 students of final survey and Grade 2014 students of baseline survey was statistically significant(1.6% vs.5.9%,P<0.05);The intervention universitiy II: After peer education model(The second model)intervention,the difference of the rates of the risky sexual behavior in the last year of Grade 2015 students between final survey and baseline survey was not statistically significant(2.6% vs.2.5%,P>0.05);The difference of the rates of the risky sexual behavior in the last year between Grade 2015 students of final survey and Grade 2014 students of baseline survey was statistically significant(2.6% vs.5.9%,P<0.01);The universitiy of control group: The difference of the rates of the risky sexual behavior in the last year of Grade 2015 students between final survey and baseline survey was not statistically significant(2.5% vs.2.2%,P>0.05).The secondary vocational school of intervention group: After the lecture model(The third model)intervention,the difference of the rates of the risky sexual behavior in the last year of Grade 2015 students between final survey and baseline survey was not statistically significant(3.8% vs.5.8%,P>0.05);The difference of the rates of the risky sexual behavior in the last year between Grade 2015 students of final survey and Grade 2014 students of baseline survey was not statistically significant(5.8% vs.5.6%,P>0.05);The secondary vocational school of control group: The difference of the rates of the risky sexual behavior in the last year of Grade 2015 students between final survey and baseline survey was not statistically significant(1.4% vs.2.8%,P>0.05).5.Analysis of the associated factors(1)Associated factors of the awareness rates of the HIV/AIDS knowledge: The final survey of the awareness rates of the HIV/AIDS knowledge of students of the five schools was 80.0%(2161/2700).Multivariate logistic regression model indicated that age from 18 to 25(OR=6.53,95%CI: 5.13~8.32),intervention school(OR=3.37,95%CI: 2.65~4.29),disposable expenses from 1501 to 2000 RMB per month,disposable expenses from 1001 to 1500 RMB per month(OR=2.17,95%CI: 1.19~3.97;OR=1.53,95%CI: 1.06~2.21),the only child(OR=1.48,95%CI: 1.02~2.15)and male student(OR=1.32,95%CI: 1.04~1.68)were the associated factors of the awareness rates of the HIV/AIDS knowledge of the young student.(2)Associated factors of the rate of the risky sexual behavior in the last year: The final survey of the rate of the risky sexual behavior in the last year of students of the five schools was 2.3%(58/2498).Multivariate logistic regression model indicated that disposable expenses more than 2000 RMB per month(OR=5.78,95%CI: 1.72~19.45),drug use(OR=5.42,95%CI: 1.91~15.39)and male student(OR=5.12,95%CI: 2.45~10.68)were the associated factors of the rate of the risky sexual behavior in the last year of the young student.Conclusions1.The awareness rate of the HIV/AIDS knowledge of young students in Guangzhou was low.The rate of the risky sexual behavior in the last year of the students was high.2.To make HIV/AIDS health education at schools were helpful to increase the level of the HIV/AIDS related knowledge and attitude of the young student.The lecture and peer education model(The first model),peer education model(The second model)and the lecture model(The third model)on HIV/AIDS health education were effective in increasing the level of the HIV/AIDS related knowledge,attitude of the young student.The three models on HIV/AIDS health education were not apparently effective in decreasing the rate of the risky sexual behavior in the last year of the young student.3.Elder age group,intervention school,disposable high expenses per month,the only child and male student were the associated factors of the awareness rates of the HIV/AIDS knowledge of the young student.Disposable high expenses per month,drug use and male student were the associated factors of the rate of the risky sexual behavior in the last year of the young student.