| 线上科普提高社区居民心理健康素养的随机对照研究 |
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| 引用本文： | 顾铭淳,陈燕昀,吴倩影,王以函,乔颖,赵敏.线上科普提高社区居民心理健康素养的随机对照研究[J].四川大学学报(医学版),2023,54(2):322-327. |
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| 作者姓名： | 顾铭淳 陈燕昀 吴倩影 王以函 乔颖 赵敏 |
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| 作者单位： | 1.上海交通大学医学院附属精神卫生中心 （上海 200030） |
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| 基金项目： | 上海市2020年度“科技创新行动计划”科普专项（No. 20DZ2311500）和上海市徐汇区科委科普创新项目（No. xhkp2021016）资助 |
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| 摘 要： | 目的 探讨以科普文与科普短视频为内容的心理健康促进线上干预对社区居民心理健康素养（mental health literacy, MHL）水平、MHL达标率、抑郁焦虑等指标的影响。 方法 招募上海市社区成年居民，按随机数表法将被试分为对照组53例，研究组53例。研究组接受共计12次（总时长4周）的心理健康促进干预，对照组不接受干预。研究分别于基线（T1）、干预后（T2）、干预结束3个月后（T3）对研究对象的MHL、抑郁、焦虑等进行问卷评估。 结果 T2时研究组与对照组MHL达标率的组间差异有统计学意义（43.40% vs. 18.87%， P=0.006），T1（P=0.787）和T3（P=0.840）时两组差异无统计学意义。MHL问卷的重复测量方差分析结果显示交互作用有统计学意义（F=9.708，P<0.001），T2时组别的简单效应有统计学意义（F=10.935，P=0.001），研究组MHL总分（134.321±20.123）高于同期对照组的总分（123.811±20.224）。研究组时间的简单效应有统计学意义（F=23.233，P<0.001），研究组对象的T2与T3得分均高于T1（P<0.001），T2与T3得分之间差异无统计学意义（P=0.847）。 结论 12次的MHL线上干预可以有效提升居民的即时MHL水平与MHL达标率，3个月后该效应依然存在。
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| 关 键 词： | 心理健康素养 线上干预 科普 |
| 收稿时间： | 2022-10-10 |
Randomized Controlled Study on the Improvement of Community Residents' Mental Health Literacy Through Online Popular Science Program |
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| GU Ming-chun,CHEN Yan-yun,WU Qian-ying,WANG Yi-han,QIAO Ying,ZHAO Min.Randomized Controlled Study on the Improvement of Community Residents' Mental Health Literacy Through Online Popular Science Program[J].Journal of West China University of Medical Sciences,2023,54(2):322-327. |
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| Authors: | GU Ming-chun CHEN Yan-yun WU Qian-ying WANG Yi-han QIAO Ying ZHAO Min |
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| Affiliation: | 1.Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai 200030, China |
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| Abstract: | Objective To explore the effects of online mental health promotion intervention consisting of popular science articles and short videos on the level of mental health literacy (MHL), the MHL competency rate, and depression and anxiety levels of local residents. Methods Local residents in Shanghai were recruited for the study and assigned to a control group (n=53) and a study group (n=53) with a random number table. The study group participated in a 12-session mental health promotion intervention program that was carried out over the course of 4 weeks, while the control group did not receive any intervention. The subjects were assessed for their MHL, depression and anxiety by questionnaire surveys at the baseline (T1), after intervention (T2), and three months after intervention (T3). Results At T2, there was significant difference in the rate of MHL competency between the study group (43.40%) and the control group (18.87%) (P=0.006). There was no significant difference between the two groups at T1 (P=0.787) or T3 (P=0.840). The results of repeated measures analysis of variance of the total score of the MHL Questionnaire showed that the interaction effect was statistically significant (F=9.708, P<0.001), the simple effect of grouping was statistically significant at T2 (F=10.935, P=0.001), and the total score of MHL of the study group (134.321±20.123) was significantly higher than that of the control group (123.811±20.224) for the corresponding point of time. The simple effect of time in the study group was statistically significant (F=23.233, P<0.001). The subjects in the study group scored significantly higher at T2 and T3 than they did at T1, or the baseline (P<0.001). There was no significant difference between the T2 and the T3 scores (P=0.847). Conclusion The 12-session online mental health promotion intervention can effectively improve the subjects’ MHL level and the rate of MHL competency immediately after the invention was completed, and the effect endures 3 months after intervention. |
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