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目的分析婚孕期健康教育干预对优生优育的影响。方法选择2012年10月—2014年10月接受健康体检的育龄期妇女88例,随机分为对照组和观察组各44例。采用单纯育龄期健康体检模式对对照组实施干预,在单纯育龄期健康体检基础上增加实施婚孕期健康教育干预模式对观察组实施干预。比较两组满意度、对优生优育相关知识的了解程度。计数资料采用χ2检验,P<0.05为差异有统计学意义。结果对照组总满意度为81.8%,观察组为95.5%,两组比较差异有统计学意义(χ2=4.062,P<0.05)。对照组对遗传病、性病预防、性知识与避孕、围产期保健、出生缺陷的预防、孕前保健与营养等相关知识的了解程度分别为25.0%、20.5%、25.0%、29.5%、27.3%、31.8%,观察组分别为95.5%、93.2%、97.7%、95.5%、97.7%、97.7%,两组比较差异均有统计学意义(χ2=45.589、47.427、49.081、40.776、46.574、41.883,均P<0.05)。结论对育龄期妇女实施婚孕期健康教育干预,可有效提高健康教育满意度,增强对优生优育相关知识的了解程度,值得推广应用。
Objective To analyze the influence of health education intervention during marriage and pregnancy on prenatal and postnatal care. Methods Eighty-eight women of childbearing age who underwent physical examination from October 2012 to October 2014 were randomly divided into control group and observation group of 44 patients. Simple physical examination model of childbearing age intervention in the control group, based on the simple physical examination of childbearing age on the basis of the implementation of interventions during the marriage health education intervention model group intervention. Comparison of two groups of satisfaction, understanding of prenatal and postnatal care knowledge. Count data using χ2 test, P <0.05 for the difference was statistically significant. Results The total satisfaction of the control group was 81.8% and that of the observation group was 95.5%. There was significant difference between the two groups (χ2 = 4.062, P <0.05). The control group had 25.0%, 20.5%, 25.0%, 29.5%, 27.3% respectively of knowledge about genetic diseases, STD prevention, sexual knowledge and contraception, perinatal care, birth defects prevention, preconception care and nutrition, , 31.8% in the observation group and 95.5%, 93.2%, 97.7%, 95.5%, 97.7% and 97.7% in the observation group respectively. There were significant differences between the two groups (χ2 = 45.589,47.427,49.081,40.776,46.574,41.883, All P <0.05). Conclusions The intervention of health education during marriage and childbearing for women of childbearing age can effectively improve the satisfaction degree of health education and enhance the knowledge of prenatal and postnatal care, which is worthy of popularization and application.