文献类型：期刊文献

中文题名：基于社会认知理论行为干预对某校大学新生急救教育的应用效果

英文题名：Application efficacy of behavioral intervention based on social cognitive theory in first-aid education for college freshmen

作者：张北雁[1];周海波[1];冯维维[2]

第一作者：张北雁

机构：[1]北京联合大学校医院,北京100101;[2]北京联合大学智慧城市学院,北京100101

第一机构：北京联合大学校医院

年份：2025

卷号：39

期号：7

起止页码：502-505

中文期刊名：中国校医

外文期刊名：Chinese Journal of School Doctor

语种：中文

中文关键词：社会认知理论;行为干预;大学新生;急救教育

外文关键词：Social cognitive theory;Behavioral intervention;College freshmen;First-aid education

摘要：目的全面评估基于社会认知理论(SCT)构建的行为干预方案,在大学新生急救教育里的应用成效,并和传统讲授式教学法对比,从而为高校急救教育改革提供实证支撑。方法运用随机对照试验设计,在2023年10月,通过整群随机抽样的方式,从北京联合大学新生中随机选取200人作为研究对象。借助随机数生成器,把受试者分成试验组与对照组。研究采用重复测量设计,对比2组受试者在干预前基线期、干预后即时测试期以及干预后1年随访期这3个时间点,在急救理论知识知晓率、标准化实操技能考核得分以及急救自我效能感量表得分上的差异。结果干预后的即时评估表明:试验组的理论知识知晓率达92.3%,明显高于对照组的78.5%(P<0.01);实操技能考核得分方面,试验组是(88.7±5.2)分,对照组为(75.4±6.8)分(P<0.01);自我效能感得分,试验组为(4.2±0.6)分,对照组是(3.5±0.7)分(P<0.01)。在1年随访评估时,试验组各项指标依旧保持显著优势(P均<0.01)。结论基于SCT理论构建的行为干预方案,能够大幅提高大学新生对急救知识的掌握程度、实操技能水平以及自我效能感,并且具有良好的长期效果维持性。
Objective To comprehensively evaluate the application efficacy of a behavioral intervention program based on Social Cognitive Theory(SCT)in first-aid education for college freshmen,and compare it with traditional lecture-based teaching methods,thereby providing empirical support for first-aid education reforms in higher education institutions.Methods A randomized controlled trial design was employed.In October 2023,a total of 200 freshmen from Beijing Union University were randomly selected as research subjects through cluster random sampling.Using a random number generator,participants were divided into an experimental group and a control group.The study adopted a repeated measures design to compare differences in first-aid theoretical knowledge awareness,standardized practical skill assessment scores,and self-efficacy scale in first-aid awareness between the two groups at three time points:baseline before intervention,immediate post-intervention testing,and one-year follow-up after intervention.Results Immediate post-intervention assessments showed that the theoretical knowledge awareness rate in the experimental group reached 92.3%,significantly higher than the 78.5%in the control group(P<0.01).For standardized practical skill assessment scores,the experimental group scored 88.7±5.2,while the control group scored 75.4±6.8(P<0.01).For self-efficacy scores,the experimental group scored 4.2±0.6,and the control group scored 3.5±0.7(P<0.01).At the one-year follow-up evaluation,the experimental group still maintained significant advantages across all indicators(all P<0.01).Conclusion The behavioral intervention program based on SCT theory can significantly enhance freshmen’s mastery of first-aid knowledge,practical skills,and self-efficacy,with good long-term maintenance efficacy.