ABSTRACT
Objective@#Explore the feasibility of POL intervention based on life skills in young students at high-risk of AIDS, and to provide reference for POL intervention.@*Methods@#Nine potential POLs were recruited from young students at high risk of AIDS in Xi’an, and received life-skill-based interventions from May to October in 2017. A unified approach was adopted before the intervention. The effect of intervention was evaluated at 1 month and 3 months after the intervention.@*Results@#The difference in POLs peer status and psychosocial ability scores was not significant after the intervention. The scores of persistence efficacy dimension of condom use efficacy before, 1-month and 3-month after the intervention were (10.56±1.88)(11.11±2.21)(12.89±2.09)(F=6.84, P<0.05) respectively. No significant changes were found in AIDS-related knowledge and behavior before and after the intervention. POL has increased from 108 students before intervention to 216 publicity coverage after three months intervention, however, the difference was not statistically significant. Feasibility analysis of the POL intervention showed that 8 of the POLs considered to be "very useful".@*Conclusion@#Life skill-based POL intervention for young students at high-risk of AIDS has a wide coverage and reasonable acceptance, as well as condom use adherence. The long-term effectiveness still needs to be verified.
ABSTRACT
Objective@#To evaluate the immediate effectiveness of intervention on HIV prevention and leadership of POL among young male students who have sex with men in a city, and to provide reference for health education of AIDS.@*Methods@#A life-skills based participatory approach was adopted to intervene the AIDS prevention and leadership of 54 POL in young male students who have sex with men in a city. A unified questionnaire was adopted before and after the intervention to investigate and evaluate the effects.@*Results@#After intervention, the scores of AIDS prevention information increased from (36.30±7.30) points to (42.09±3.43) points (P<0.01). In terms of motivation, the scores of experience and attitude of condom-using were increased from (5.43±1.19) points to (5.83±1.24) points (P<0.05). As for the behavioral skills, the scores of condom-use skills increased from (4.30±1.04) points to (4.85±0.53) points (P<0.01), the scores of condom self-efficacy increased from (55.85±12.40) points to (61.48±8.01) points (P<0.01), the scores of autonomic HIV testing ability increased from (4.11±1.09) points to (4.65±0.52) points (P<0.01), the ability to avoid alcohol consumption before sexual behavior increased from (3.74±1.19) points to (4.13±0.91) points(P<0.05), and the ability to correctly seek medical advice after illness increased from (9.33±1.32) points to (9.69±0.77) points(P<0.05). In the part of the leadership, the scores of peer status increased from (26.96±5.55) points to (29.81±6.68) points (P<0.01), the scores of active communication ability increased from (21.35±5.76) points to (24.43±4.17) points (P<0.01), and the scores of psychosocial ability increased from (77.96±13.42) points to (80.89±12.42) points (P<0.05).@*Conclusion@#Life-skill-based intervention, which is guided by Information-Motivation-Behavioral skills model, is effective in improving AIDS prevention and leadership.
ABSTRACT
The article analyzes the current existing problems in bilingual teaching,and accordingly brings forward some possible methods to solve the problems and improve the teaching quality.
