摘要
目的分析孕产妇线上孕妇学校学习的影响因素及需求,为优化线上孕妇学校教学提供建议。方法于2018年7-8月,在广东省妇幼保健院采用自行设计的电子调查问卷便利抽样调查823名孕产妇,共有820名参与者使用手机匿名有效地完成调查。结果调查孕产妇线上孕妇学校学习率为50.0%,与备孕对象相比,早、中、晚期的孕妇和产妇学习率高1~3倍;与本次为第一次妊娠对象相比,本次为第二次及以上妊娠的孕产妇学习率降低将近一半;与学历为初中及以下的对象相比,学历为本科及以上学习率增加2倍以上;与个人月收入<2999元的对象相比,个人月收入>2999元、不清楚或不愿透露的孕产妇学习率增加1倍以上。孕产妇倾向的前3种授课方式是线上理论课程学习(24.8%)、线下实操课程学习(16.2%)及孕妇互相学习(14.8%);参与过线上孕妇学校的孕产妇前3位课程需求是产后康复(23.4%)、新生儿护理(22.9%)及孕期保健(20.9%)。结论孕产妇线上孕妇学校的学习率受孕周、妊娠史、学历和收入的影响,孕产妇倾向于多元化授课模式,教学需求集中于产后康复、新生儿护理和孕期保健知识。线上孕妇学校课程的开发应重视专业的妇幼保健院的参与和把关,并及时收集孕产妇的需求及反馈,探索有特色、专业性、可信度高和精准性的线上课程内容,丰富授课方式,满足不同层次孕产妇需求。同时,应该考虑应用信息技术,基于孕产妇的人口学信息和信息偏好,分级智能化促进孕产妇的自主学习。
Objective To analyze the influencing factors and demands of online pregnant women school(OPWS)learning and provide suggestions for optimizing OPWS teaching.Method A survey included 823 pregnant women recruited from Guangdong Women and Children Hospital with a convenient sampling method was conducted from July to August in 2018.A self-designed questionnaire was adopted,and a total of 820 participants completed the survey validly by using mobile phone anonymously.Result The rate of OPWS learning was 50.0%.Compared with the preconception women,the learning rates of pregnant women in early,middle,and late pregnancy and postpartum were 1-3 times higher.Compared with the women who were pregnant for the first time,the learning rate of pregnant women for the second time or more dropped by almost half.Compared with women of junior high school education level or below,the learning rate of pregnant women with a bachelor degree or above tripled.Compared with women with monthly income less than 2999 RMB,the learning rate of pregnant women with a monthly income of more than 2999 RMB(or unclear,or not disclosed)doubled.The first three teaching methods chosen were online theoretical course learning(24.8%),offline practical course learning(16.2%),and learning from each other(14.8%).The first three courses that women with OPWS learning experience required were postnatal rehabilitation(23.4%),newborn nursing(22.9%),and health care during pregnancy(20.9%).Conclusion The OPWS learning rate was affected by gestational age,pregnancy history,educational level,and income.Pregnant women required diversified teaching modes,and their learning needs focused on postpartum rehabilitation,newborn care,and health care during pregnancy.Online course development should invite the participation and gatekeeper of maternal and child health care professionals.The needs and feedback of pregnant women should be collected in time to explore special,professional,reliable,and accurate online courses and enrich teaching methods to meet their needs.Simultaneously,it should be considered to apply information technology to hierarchically and intelligently promote pregnant women’s autonomous learning based on their social demographic information and knowledge preferences.
作者
潘燕萍
王雄虎
朱颖贤
夏建红
张文峰
吴云涛
马远珠
PAN Yan Ping;WANG Xiong Hu;ZHU Ying Xian;XIA Jian Hong;ZHANG Wen Fen;WU Yun Tao;MA Yuan Zhu(Guangzhou Medical University,Guangzhou 511436,China;Guangdong Maternal and Child Health Hospital,Guangdong 511442,China)
出处
《中国妇幼卫生杂志》
2021年第2期69-75,共7页
Chinese Journal of Women and Children Health
基金
2018年广东省医学科研基金指令性课题(C2018022)
广东省高职教育医药卫生专业教学指导委员会2019年教育教学改革课题(2019LX032)。
关键词
孕产妇
孕妇学校
线上学习
教学需求
pregnant women
school for pregnant women
online learning
teaching demands
