“乐龄智护”531 微培训模式对老年人健康知识保留率的影响 |
| 曾蕾 |
| 联勤保障部队第九二八医院，海南海口，571159 |
| 摘要：目的 探讨基于微学习理念设计的“乐龄智护”531 微培训模式对提升老年人健康知识掌握水平及长期保留率的效果。方法 采用随机对照试验设计，将120 名老年患者随机分为干预组（n=60，接受“531 微培训”）和对照组（n=60，接受传统健康讲座）。通过基线调查、即时后测和干预后1 个月、3 个月的延迟后测，比较两组在健康知识得分、保留率、用药依从性及满意率上的差异。结果 即时后测显示，干预组知识得分（88.45±5.12）显著高于对照组（82.10±6.78）（t=7.893, P<0.01）。延迟后测中，干预组知识保留率（1 个月96.3%，3 个月94.5%）显著高于对照组（91.8%，85.4%）（P<0.05）。干预后3 个月，干预组MMAS-8 得分（6.95±0.82）显著高于对照组（5.80±1.24）（P<0.01），且干预组满意率（95.0%）显著高于对照组（81.7%）（P<0.05）。结论 “乐龄智护”531 微培训模式能有效提升老年人健康知识的即时掌握度和长期保留率，其碎片化、高频次、强互动、情景化的特点更符合老年人的认知规律和学习习惯，是一种优于传统健康教育模式的创新策略。 |
| 关健词：老年人；健康素养；微培训；知识保留率；健康教育；乐龄智护 |
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| The Impact of the "Happy Age Smart Care" 531 Micro-training Model on the Retention Rate of Health Knowledge among the Elderly |
| Lei Zeng |
| The 928th Hospital of the Joint Logistic Support Force, Haikou Hainan 571159, China |
| Abstract: Objective To explore the effect of the "Happy Age Smart Care" 531 micro-training model, designed based on the micro-learning concept, on improving the health knowledge acquisition level and long-term retention rate of the elderly. Methods A randomized controlled trial was conducted, with 120 elderly patients randomly divided into an intervention group (n=60, receiving "531 micro-training") and a control group (n=60, receiving traditional health lectures). Baseline surveys, immediate post-tests, and delayed post-tests at 1 month and 3 months after the intervention were conducted to compare the differences in health knowledge scores, retention rates, medication adherence, and satisfaction rates between the two groups. Results The immediate post-test showed that the knowledge score of the intervention group (88.45 ± 5.12) was significantly higher than that of the control group (82.10 ± 6.78) (t = 7.893, P < 0.01). In the delayed post-tests, the knowledge retention rate of the intervention group (96.3% at 1 month and 94.5% at 3 months) was significantly higher than that of the control group (91.8% at 1 month and 85.4% at 3 months) (P < 0.05). Three months after the intervention, the MMAS-8 score of the intervention group (6.95 ± 0.82) was significantly higher than that of the control group (5.80 ± 1.24) (P<0.01), and the satisfaction rate of the intervention group (95.0%) was significantly higher than that of the control group (81.7%) (P < 0.05). Conclusion The "Happy Age Smart Care" 531 micro-training model can effectively enhance the immediate acquisition and long-term retention of health knowledge among the elderly. Its characteristics of fragmentation, high frequency, strong interaction, and contextualization are more in line with the cognitive patterns and learning habits of the elderly, making it an innovative strategy superior to traditional health education models. |
| Keywords：Elderly; Health literacy; Micro-training; Knowledge retention rate; Health education; Happy Age Smart Care |
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