不同性格留守小学生意外伤害认知水平调查

目的了解贫困地区留守小学生意外伤害发生现状及认知水平,为留守儿童意外伤害综合干预措施的制定提供理论依据。方法采用整群随机抽样的方法,抽取甘肃省贫困县Z县4所小学1000名学生进行意外伤害情况调查。结果6~8岁(OR=2.175)、男童(OR=2.469)、父母小学及以下文化程度(OR=2.222)是留守儿童意外伤害发生的危险因素;性格内向(OR=0.246)、独生(OR=0.591)是留守儿童意外伤害发生的保护性因素;不同性格留守小学生对溺水(P=0.006)、烧烫伤(P=0.007)、划割伤(P=0.050)和药品误服(P=0.028)的认知水平均存在统计学差异。结论应根据留守儿童意外伤害发生现状和认知水平制定有效的综合干预措施,对小学生、家长、教师等积极进行有关意外伤害预防与应急处置的教育干预,重点加强外向型小学生的意外伤害综合干预。

Investigation on cognitive level of accidental injury of left-behind primary school students

Objective To understand the current situation and cognitive level of accidental injury of left-behind primary school students in poor areas and to provide theoretical basis for the formulation of comprehensive intervention measures for accidental injury of left-behind children.Methods The method of cluster random sampling was used.A total of 1000 students from 4 primary schools in Z poverty-stricken county of Gansu province were investigated for accidental injuries.Result The risk factors of accidental injury of leftbehind children were 6-8 years old(OR=2.175),Boys(OR=2.469)and their parents with primary school education or below(OR=2.222).Introverted personality(OR=0.246)and only child(OR=0.591)were the protective factors of accidental injury of left-behind children.There were significant differences in the cognitive levels of drowning,burn and scald,cut(0.050)and drug misuse(0.028)among left-behind pupils with different personalities.There were statistically significant differences in the cognitive level of left-behind primary school students with different personalities in regard to drowning(P=0.006),burns(P=0.007)and cut(P=0.050)and drug misuse(P=0.028)among left-behind primary school students with different personalities.Conclusion Effective comprehensive intervention measures should be formulated according to the current situation and the cognitive level of left-behind children.The primary school students,their parents and teachers should be actively involved in the education of accident prevention and emergency treatment,with emphasis on strengthening the comprehensive intervention of extraverted primary school students.