Heard Jason P, Latenser Barbara A, Liao Junlin
From the *University of Iowa Carver College of Medicine; and †Department of Surgery, University of Iowa Hospitals and Clinics, Iowa City.
J Burn Care Res. 2013 Nov-Dec;34(6):598-606. doi: 10.1097/BCR.0b013e3182a2aa27.
The aim of this study was to assess both burn prevention knowledge and the effectiveness of educational intervention in alleviating the current knowledge deficit in Zambian youth. In one rural Zambian district, a burn prevention program was implemented in June 2011. Children at two elementary schools completed a 10-question survey that aimed to assess knowledge regarding burn injuries. After completing the survey, children received a burn and fire safety presentation and a burn prevention coloring book. Children were reassessed in May 2012 using the same survey to determine program efficacy and knowledge retention. Burn knowledge assessments were also completed for children at other schools who did not receive the burn prevention program in 2011. Logistic regression analysis was used for statistical adjustment for confounding variables. Between June 2011 and May 2012, 2747 children from six schools were assessed for their burn knowledge, with 312 of them resurveyed after educational intervention since initial survey. Reassessed children performed significantly better on three questions after controlling for confounders. They did better on five questions but their performance on these failed to achieve statistical significance. Children performed significantly worse on one concept about first aid treatment of a burn. A majority of the children demonstrated knowledge deficit in three concepts, even after educational intervention. There is a large variation in first burn knowledge survey performance of children from different schools, with inconsistency between concepts. With half the questions, knowledge deficit did not improve with advancement in school grade. Low- and moderate-income countries (LMICs) face the largest burns burden. With the lack of adequate burn care facing LMICs, burn injury prevention is of particular importance in those countries. This study shows that burn educational intervention could be effective in reducing burn knowledge deficit; however, the residual deficit posteducation could still be large and potentially contributing to heightened burn injury incidence. Customized and integrated educational programs may be proposed regarding the epidemiological profile of burn knowledge deficit from various schools. This study represents one of the few reports on the effectiveness of a burn prevention program in an LMIC. Future epidemiological data will be needed from nearby healthcare facilities to determine whether this program decreased burn morbidity and mortality at the hospital level.
本研究的目的是评估赞比亚青少年的烧伤预防知识以及教育干预在缓解当前知识 deficit 方面的有效性。在赞比亚的一个农村地区，2011年6月实施了一项烧伤预防计划。两所小学的儿童完成了一项包含10个问题的调查，旨在评估有关烧伤的知识。完成调查后，儿童们接受了一次烧伤与消防安全讲座以及一本烧伤预防涂色书。2012年5月，使用相同的调查对儿童进行重新评估，以确定该计划的效果和知识保留情况。还对2011年未接受烧伤预防计划的其他学校的儿童进行了烧伤知识评估。采用逻辑回归分析对混杂变量进行统计调整。2011年6月至2012年5月期间，对来自六所学校的2747名儿童进行了烧伤知识评估，其中312名儿童在教育干预后自初次调查起接受了重新调查。在控制混杂因素后，重新评估的儿童在三个问题上表现明显更好。他们在五个问题上表现更好，但在这些问题上的表现未达到统计学显著性。儿童在关于烧伤急救治疗的一个概念上表现明显更差。即使在教育干预后，大多数儿童在三个概念上仍表现出知识 deficit。不同学校儿童的首次烧伤知识调查表现存在很大差异，不同概念之间也不一致。对于一半的问题，知识 deficit 并未随着年级的升高而改善。低收入和中等收入国家（LMICs）面临着最大的烧伤负担。鉴于 LMICs 缺乏足够的烧伤护理，烧伤预防在这些国家尤为重要。本研究表明，烧伤教育干预在减少烧伤知识 deficit 方面可能是有效的；然而，教育后的残余 deficit 可能仍然很大，并可能导致烧伤发生率升高。可根据各学校烧伤知识 deficit 的流行病学特征提出定制化和综合性的教育计划。本研究是关于 LMICs 中烧伤预防计划有效性的少数报告之一。未来需要从附近医疗机构获取流行病学数据，以确定该计划是否降低了医院层面的烧伤发病率和死亡率。
