ABSTRACT
Objective@#To learn the activities of daily living（ADL）of the elderly in Chongqing and its influencing factors,so as to provide basis for developing ADL intervention measures for the elderly. @*Methods@#Multi-stage sampling method was used to select the elderly aged 65 years or over from 2-3 communities each in 11 districts or counties of Chongqing. They were surveyed by ADL scale including physical activities of daily living（PADL）and instrumental activities of daily living（IADL）. The influencing factors for ADL disability were analyzed by multivariate logistic regression models.@*Results@#Totally 1 341 valid questionnaires out of 1 400 distributed were recovered,with a response rate of 95.79%. There were 596（44.44%）people with ADL disability,among whom 321（53.86%）cases were mild and 275（46.14%）cases were apparently impaired. There were 385（28.71%）suffered from PADL and 575（42.88%）suffered from IADL. The results of multivariate logistic regression analysis showed that age of 70 years old and over（OR：2.858-7.507,95%CI：2.119-11.816）,not living in downtown（OR=2.073-3.709,95%CI：1.434-5.613）,having commercial insurance（OR=3.202,95%CI：1.419-7.223）and suffering from at least one chronic disease（OR：2.909-5.629,95%CI：1.562-10.681）were the risk factors for ADL disability in the elderly,while having a diploma or above（OR=0.236,95%CI：0.090-0.621）,employing a caregiver（OR=0.466,95%CI：0.260-0.835）and monthly income of 1 000 to less than 4 000 yuan（OR：0.480-0.664,95%CI：0.274-0.923）were the protective factors.@*Conclusions@#The rate of ADL impairment is 44.44% in the elderly aged 65 years or over,and is associated with old age,living away from downtown,participation in commercial insurance and suffering from chronic diseases.
ABSTRACT
Objective@#To compare the effect of two different methods of "3-PR" participatory health education and traditional distribution of publicity materials on health literacy improvement of medical students, to provide a reference for making more effective measure to improve health literacy.@*Methods@#173 Second-grade students in nursing major were selected in a secondary vocational school in Datong City. Two different intervention methods were used to intervene for 8 weeks. The experimental group (92 students) received "3-PR" participatory health education; the traditional health education intervention in the control group(81 students). The "National Residents’ Health Literacy Monitoring Questionnaire 2015" was used to conduct a questionnaire survey on the experimental group and the control group before and after the intervention, and to compare the effects before and after the intervention.@*Results@#The average score of health literacy was (36.04±9.43) points and (36.01±10.17) points before and after intervention in the control group; (35.78±8.91) points and (49.53±13.53) points before and after intervention in the experimental group; No statistical difference between experimental and control group was found before intervention(t=0.18, P=0.86); There was no significant difference in health literacy score before and after intervention for the control group(t=0.03, P=0.98); Health literacy significantly increased in the experimental group after intervention(t=-11.36, P=0.00). Adequate health literacy accounted for 3.70% and 4.94% before and after intervention in the control group and 4.35% and 45.65% in the experimental group before and after intervention. No significant difference was found in adequate health literacy proportion between the two groups before intervention(χ2=0.00, P=1.00). However, the difference showed statistically significant after intervention(χ2=36.58, P=0.00). The change of health literacy score in the control group and the experimental group was (-0.02±7.52) and (12.75±10.77), respectively, accounting for 1.24% decrement and 41.30% increment. The difference between the two groups was statistically significant (t=-8.93, P=0.00). The dimension-and type-specific score of health literacy showed similar pattern.@*Conclusion@#The "3-PR" participatory health education model is more effective than the traditional health education method in improving health literacy, and it could be carried out by multi-disciplinary students.