Hu Ping, Han Lingli, Sharma Manoj, Zeng Huan, Zhang Yong, Li Hui, Zhao Yong
1. Public Health & Management College, Chongqing Medical University , Chongqing, China.
2. Health Promotion and Education, University of Cincinnati , Cincinnati, USA.
Iran J Public Health. 2014 Mar;43(3):300-9.
There have been many studies that evidence the health hazards of sunlight exposure, but less study on sun safe intervention model, especially in China. Our aim was to evaluate the cognitive and behavioral effects of a peer education model-based intervention to sun safe in children.
Cluster random control intervention was conducted in one district in Chongqing, China. Two primary schools, selected through stratified clustered sampling approach (two grades in each school, three classes in each grade) were designated as intervention (n=304) and control schools (n=305) randomly. 36 students, selected as peer educators in intervention group, were trained for one month. Educational activities such as discussions were organized by peer educator for one month. There was no sun safe education to participants in control school during the project period. The evaluation of changes of sun safe knowledge (the primary outcome), attitude and behavior (the secondary outcome measures) were conducted before intervention and at months of 0, 1 and 6 of the intervention to two groups using quantitative and qualitative methods.
After the intervention, sun safe knowledge score which gained by the students from intervention group has been remarkably improved, compared to baseline survey (24.48±6.17 vs. 29.51±6.75) (P<0.001), and it kept this high level (29.02±7.96 and. 28.65±8.96), while control group students' scores have made no difference (P=0.410). Most of students have changed their sun safe behavior after the intervention.
Peer education program is somewhat effective in some dimensions for improving children's understanding of sun safe knowledge and behavior.
已有许多研究证明阳光照射对健康的危害，但关于阳光安全干预模式的研究较少，尤其是在中国。我们的目的是评估基于同伴教育模式的干预对儿童阳光安全的认知和行为影响。
在中国重庆的一个区进行整群随机对照干预。通过分层整群抽样方法选择两所小学（每所学校两个年级，每个年级三个班），随机指定为干预学校（n = 304）和对照学校（n = 305）。干预组中选出36名学生作为同伴教育者，进行为期一个月的培训。同伴教育者组织了为期一个月的讨论等教育活动。在项目期间，对照学校的参与者没有接受阳光安全教育。采用定量和定性方法，在干预前以及干预后的第0、1和6个月对两组进行阳光安全知识（主要结果）、态度和行为（次要结果指标）变化的评估。
干预后，干预组学生获得的阳光安全知识得分与基线调查相比有显著提高（24.48±6.17对29.51±6.75）（P<0.001），并保持在较高水平（29.02±7.96和28.65±8.96），而对照组学生的得分没有差异（P = 0.410）。大多数学生在干预后改变了他们的阳光安全行为。
同伴教育计划在某些方面对提高儿童对阳光安全知识和行为的理解有一定效果。
