线上健康教育对流动人口健康素养影响结构方程模型分析

郭静; 朱琳; 郭宇濛; 付淋淋; 戴颖

doi:10.11847/zgggws1129620

线上健康教育对流动人口健康素养影响结构方程模型分析

Effect of online health education on health literacy among migrant population: a structural equation model analysis

摘要

摘要:
目的了解线上健康教育对流动人口健康素养的影响，为开展流动人口线上健康教育提供参考依据。
方法收集2016年5月全国流动人口动态监测中8554名15～69周岁流动人口健康素养专题调查相关数据，应用结构方程模型分析线上健康教育对流动人口健康素养的作用及路径。
结果 8554名15～69周岁流动人口的健康素养具备率为37.16 %，其中知识性、技能性和行为性健康素养具备率分别为38.93 %、42.89 % 和33.28 %；通过线上方式接受健康教育的比例较低，仅17.56 % 和9.59 %的流动人口通过微信/公众号/APP和网站获取健康知识；接受微信/公众号/APP线上健康教育流动人口的知识性、技能性和行为性健康素养具备率分别为44.27 %、51.46 % 和39.48 %，均高于未接受微信/公众号/APP线上健康教育流动人口的37.79 %、41.07 % 和31.96 %（均P < 0.05）。接受网站线上健康教育流动人口的知识性、技能性和行为性健康素养具备率分别为51.95 %、56.95 % 和45.73 %，均高于未接受网站线上健康教育流动人口的37.55 %、41.40 % 和31.96 %（均P < 0.05）；结构方程模型分析结果显示，线上健康教育对流动人口知识性和技能性健康素养提升具有正向直接作用（ \hat \gamma _\rm1 = 0.119、 \hat \gamma _\rm2 = 0.040，均P < 0.05），其中知识性健康素养发挥了中介作用，线上健康教育方式通过知识性健康素养的提升间接提升了技能性和行为性健康素养水平（ \hat \gamma _\rm3 = 0.115、 \hat \gamma _\rm4 = 0.113，均P < 0.01）。
结论线上健康教育突破了时间和空间的限制，在流动人口健康教育中可充分发挥线上健康教育的优势，全面提升流动人口的健康素养水平。

Abstract:
Objective To examine the influence of online health education on health literacy among migrant population and to provide references for conducting online health education in migrant population.
Methods From the dataset of National Dynamic Migrant Population Survey conducted in May 2016 across China, we extracted health literacy-related information for 8 554 migrant people aged 15 – 69 years. Structural equation model was used to analyze the effect and influence path of online health education on health literacy in the migrant population.
Results Among the migrant people surveyed, the health literacy rate was 37.16% and in terms of health knowledge, healthy lifestyles and basic health-related skills, the health literacy rate were 38.93%, 42.89%, and 33.28%, respectively. The proportion of the migrant people ever receiving online health education was relatively low; only 17.56% and 9.59% of the migrant people reported acquiring health education through WeChat/official account/application and website. Compared to the migrant people not receiving online health education, the migrant people acquiring health education through WeChat/official account/application and website had significantly higher health literacy rate for health knowledge (44.27% vs. 37.79% and 51.95% vs. 37.55%), basic health related skills (51.46% vs. 41.07% and 56.95% vs. 41.40%), and healthy lifestyles (39.48% vs. 31.96% and 45.73% vs. 31.96%) (P < 0.01 for all). The results of structure equation model analysis demonstrated that acquiring online health education exerted a positive and direct impact on the improvement of health literacy for health knowledge and basic health related skills (\hat \gamma _\rm1 = 0.119, \hat \gamma _\rm2 = 0.040; both P < 0.05); the results also revealed that knowledge-based health literacy plays an intermediary role on the improvement of health literacy for basic health related skills and healthy lifestyles (\hat \gamma _\rm3 = 0.115, \hat \gamma _\rm4 = 0.113; both P < 0.01).
Conclusion Without time and space limitation, online health education is advantageous in promoting health literacy among migrant population in China.

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