Objective To explore the application of peer education in TB prevention at middle schools in Kai County of Chongqing and compare it with traditional education, and to provide theory support for further policy making. Methods Four complete middle schools were randomly selected as the control group, the peer education group, the traditional education group and the combined group of peer education and traditional education, respectively. Effect evaluation was performed one month later (instant evaluation) and six months later (long-term evaluation), respectively, after the intervention period. Results The instant and long-term evaluation showed that the knowledge, attitude and practice scores of the three intervention groups were higher than the scores before intervention or those of the control group (Plt;0.01). Besides, the behavior score of the peer education group had no significant difference between instant and longterm evaluation. All scores in the instant evaluation were higher than those of long-term evaluation both in the peer education group and the traditional education group (Plt;0.01). For the knowledge, attitude and practice scores, there was no significant difference between instant and long-term evaluation in the combined group of peer education and traditional education. Conclusion Compared with the peer education group and the traditional education group, the combined group achieves an enduring effect. There is obvious instant effect in the traditional education group, and peer education has a long-term influence on students’ behavior.
ObjectiveTo explore the application and effect of peer education combined with group psychological intervention in patients with spinal cord injury.Methodspatients with spinal cord injury admitted to the Rehabilitation Medicine Center of West China Hospital, Sichuan University from April to June 2019 were selected. According to the random number table method, the patients were randomly divided into the control group and the experimental group. The patients in the control group received routine psychological nursing intervention; while those in the experimental group were given routine psychological nursing intervention, supplemented by peer education and group psychological intervention. Before and 1 month after the intervention, the self-Rating Anxiety Scale (SAS), Self-Rating Depression Scale (SDS), the Short Form-36 (SF-36), and the compliance of rehabilitation treatment were compared between the two groups.ResultA total of 51 patients with spinal cord injury were admitted and 40 were eventually included, with 20 in each group. Before the intervention, there was no statistically significant difference between the two groups in SAS, SDS, SF-36 or rehabilitation treatment compliance (P>0.05). After the intervention, SAS [(28.60±3.30) points], SDS [(33.35±2.32) points], SF-36 [(86.60±4.56) points], and the rehabilitation treatment compliance [(83.28±5.07) %] in the experimental group were significantly improved compared with those in the control group [(34.75±6.17) points, (45.90±3.81) points, (80.90±5.19) points, (75.61±5.94) %; t=−3.932, −12.580, −3.694, 4.397, P<0.001]. After the intervention, SAS and SDS of the experimental group decreased compared with those before the intervention (P<0.05); while SF-36 and rehabilitation treatment compliance were higher than those before the intervention (P<0.05). Compared with those before the intervention, the SAS, SDS, SF-36 and rehabilitation treatment compliance of the control group after the intervention were not statistically significant (P>0.05).ConclusionGroup psychological intervention combined with peer education can effectively promote the psychological rehabilitation of patients with spinal cord injury and improve the curative effect and patients' quality of life.