동영상을 활용한 집단 구강보건교육이 저학년 초등학생의 잇솔질 행태 및 치면세균막관리능력 개선에 미치는 효과 Effects of A Video Oriented Oral Health Education Program on Toothbrushing Behavior and Plaque Control Ability for Lower Grade Elementary School Children원문보기
목적: 저학년 초등학생 대상 현장 교육용으로 제작된 『잇솔질 따라하기 체험교육 동영상』매체의 잇솔질 행태 변화 및 치면세균막관리능력에 미치는 효과를 평가하고자 하였다.
방법: 부산지역 1개 초등학교 2, 3학년생 119명을 대상으로 2014년 7월부터 2015년 2월까지(8개월 간) 동영상 매체를 활용한 집단 잇솔질 교육을 시행하고 1차(교육 전), 2차(1차 교육 6주 후), 3차(2차 교육 5개월 후)의 3회에 걸쳐 결과를 평가하였다. 구강건강행위와 잇솔질 특성은 설문과 직접 관찰로, 치면세균막관리능력은 O‘Leary ...
목적: 저학년 초등학생 대상 현장 교육용으로 제작된 『잇솔질 따라하기 체험교육 동영상』매체의 잇솔질 행태 변화 및 치면세균막관리능력에 미치는 효과를 평가하고자 하였다.
방법: 부산지역 1개 초등학교 2, 3학년생 119명을 대상으로 2014년 7월부터 2015년 2월까지(8개월 간) 동영상 매체를 활용한 집단 잇솔질 교육을 시행하고 1차(교육 전), 2차(1차 교육 6주 후), 3차(2차 교육 5개월 후)의 3회에 걸쳐 결과를 평가하였다. 구강건강행위와 잇솔질 특성은 설문과 직접 관찰로, 치면세균막관리능력은 O‘Leary PCR 측정으로 확인하였다. 자료 분석은 SPSS (ver 22.0)를 사용하였다. 교육차수에 따른 구강보건지식, 구강건강관리, 잇솔질 횟수, 방법, 시간, 잇솔질 지식과 수행 간의 일치도, 치면세균막관리능력을 카이제곱검정, 반복측정분산분석, 분산분석, t-검정으로 비교하고, 1차에 대한 3차의 치면세균막관리능력 변화에 유의하게 영향을 미치는 요인을 다중회귀분석으로 평가하였다.
결과: 구강보건지식(10점 만점)은 평균 1차 8.34점, 2차 8.75점, 3차 8.72점 (P=0.007), 하루 4회 이상 잇솔질 율은 1차 14.3%, 2차 20.2%, 3차 28.6%로 증가하였다(P=0.030). 올바른 잇솔질 방법을 회전법으로 알고 있는 율은 90% 정도로 높음에 반해 회전법 실천율은 낮았다. 구강내 회전법 실천율은 1차 5.9%, 2차 31.1%, 3차 43.7% (P<0.001)로, 지식과 구강내 수행의 회전법 일치율이 1차 5.9%, 2차 26.1%, 3차 39.5%(P=0.002)로 증가하였다. 잇솔질 시간은 설문조사로는 유의한 변화가 없었으나 구강내 실제 수행에서는 1차 2.7분, 2차 3.4분, 3차 3.2분으로 증가하였고(P<0.001), 3분이상 군에서 치면세균막관리능력이 높았다. 대상자 전체의 12전치 치면세균막관리능력 평균은 1차 27.4점, 2차 54.8점, 3차 62.7점으로 유의하게 증가하였으며(P<0.001), 구치부에서 전치부보다 높았다. 지식과 구강내 실행의 회전법 일치군에서 12전치 치면세균막관리능력 평균이 1차 44.7점 2차 51.8점 3차 66.7점으로 뚜렷이 증가하였다(P<0.05). 치면세균막관리능력 변화량에 대한 다중회귀분석결과 잇솔질 시간 증가는 치면세균막관리능력 향상에 유의한 영향인자였지만(β=6.812, P<0.001), 회전잇솔질 방법으로의 변화와 잇솔질 횟수의 변화는 유의한 영향인자가 아니었다.
결론: 대상 저학년 초등학생들은 잇솔질에 대한 지식은 매우 높음에 반해 올바른 잇솔질 수행 능력과 치면세균막관리능력은 낮았다. 이 연구에서 『잇솔질 따라하기 체험교육 동영상』적용은 기존의 교육과 달리 전문가의 직접 교육개입 없이도 치면세균막관리능력을 향상시킬 수 있음을 보여 주었다. 학교 현장의 현실적 여건은 매회 구강보건교육 마다 전문가 참여나 충분한 시간을 배정할 수 없는 상황이므로 이 연구처럼 자발적 체험형 교육을 적극 권장한다. 교육 효과를 높이기 위해서는 흥미와 관심을 유도할 수 있는 교육 컨텐츠와 이벤트성 접근을 가미하는 등의 교육 운영 방식을 개발할 필요가 있다.
목적: 저학년 초등학생 대상 현장 교육용으로 제작된 『잇솔질 따라하기 체험교육 동영상』매체의 잇솔질 행태 변화 및 치면세균막관리능력에 미치는 효과를 평가하고자 하였다.
방법: 부산지역 1개 초등학교 2, 3학년생 119명을 대상으로 2014년 7월부터 2015년 2월까지(8개월 간) 동영상 매체를 활용한 집단 잇솔질 교육을 시행하고 1차(교육 전), 2차(1차 교육 6주 후), 3차(2차 교육 5개월 후)의 3회에 걸쳐 결과를 평가하였다. 구강건강행위와 잇솔질 특성은 설문과 직접 관찰로, 치면세균막관리능력은 O‘Leary PCR 측정으로 확인하였다. 자료 분석은 SPSS (ver 22.0)를 사용하였다. 교육차수에 따른 구강보건지식, 구강건강관리, 잇솔질 횟수, 방법, 시간, 잇솔질 지식과 수행 간의 일치도, 치면세균막관리능력을 카이제곱검정, 반복측정분산분석, 분산분석, t-검정으로 비교하고, 1차에 대한 3차의 치면세균막관리능력 변화에 유의하게 영향을 미치는 요인을 다중회귀분석으로 평가하였다.
결과: 구강보건지식(10점 만점)은 평균 1차 8.34점, 2차 8.75점, 3차 8.72점 (P=0.007), 하루 4회 이상 잇솔질 율은 1차 14.3%, 2차 20.2%, 3차 28.6%로 증가하였다(P=0.030). 올바른 잇솔질 방법을 회전법으로 알고 있는 율은 90% 정도로 높음에 반해 회전법 실천율은 낮았다. 구강내 회전법 실천율은 1차 5.9%, 2차 31.1%, 3차 43.7% (P<0.001)로, 지식과 구강내 수행의 회전법 일치율이 1차 5.9%, 2차 26.1%, 3차 39.5%(P=0.002)로 증가하였다. 잇솔질 시간은 설문조사로는 유의한 변화가 없었으나 구강내 실제 수행에서는 1차 2.7분, 2차 3.4분, 3차 3.2분으로 증가하였고(P<0.001), 3분이상 군에서 치면세균막관리능력이 높았다. 대상자 전체의 12전치 치면세균막관리능력 평균은 1차 27.4점, 2차 54.8점, 3차 62.7점으로 유의하게 증가하였으며(P<0.001), 구치부에서 전치부보다 높았다. 지식과 구강내 실행의 회전법 일치군에서 12전치 치면세균막관리능력 평균이 1차 44.7점 2차 51.8점 3차 66.7점으로 뚜렷이 증가하였다(P<0.05). 치면세균막관리능력 변화량에 대한 다중회귀분석결과 잇솔질 시간 증가는 치면세균막관리능력 향상에 유의한 영향인자였지만(β=6.812, P<0.001), 회전잇솔질 방법으로의 변화와 잇솔질 횟수의 변화는 유의한 영향인자가 아니었다.
결론: 대상 저학년 초등학생들은 잇솔질에 대한 지식은 매우 높음에 반해 올바른 잇솔질 수행 능력과 치면세균막관리능력은 낮았다. 이 연구에서 『잇솔질 따라하기 체험교육 동영상』적용은 기존의 교육과 달리 전문가의 직접 교육개입 없이도 치면세균막관리능력을 향상시킬 수 있음을 보여 주었다. 학교 현장의 현실적 여건은 매회 구강보건교육 마다 전문가 참여나 충분한 시간을 배정할 수 없는 상황이므로 이 연구처럼 자발적 체험형 교육을 적극 권장한다. 교육 효과를 높이기 위해서는 흥미와 관심을 유도할 수 있는 교육 컨텐츠와 이벤트성 접근을 가미하는 등의 교육 운영 방식을 개발할 필요가 있다.
Effects of A Video Oriented Oral Health Education Program on Toothbrushing Behavior and Plaque Control Ability for Lower Grade Elementary School Children
Purpose: This study conducted to evaluate the effects of the“Follow Toothbrushing Experiential Education Video”which developed for field ...
Effects of A Video Oriented Oral Health Education Program on Toothbrushing Behavior and Plaque Control Ability for Lower Grade Elementary School Children
Purpose: This study conducted to evaluate the effects of the“Follow Toothbrushing Experiential Education Video”which developed for field education on the change of their toothbrushing behavior and plaque control ability of lower grade elementary school children.
Methods: A group toothbrushing education was conducted using a video medium for 119 2nd and 3rd grade students of one elementary school in Busan from July 2014 to February 2015 (eight months) and the results were assessed three times (1st: before education, 2nd: after 6 weeks of first education, and 3rd: 5 months after the second education). The oral health behaviors and toothbrushing characteristics were verified through questionnaire and direct observation, and the plaque control ability through the O‘Leary PCR measurement. For data analysis, SPSS version 22.0 was used. The oral health knowledge, oral healthcare, toothbrushing count, method, time, correspondence between toothbrushing knowledge and performance, and plaque control ability were compared by the order of education through chi-squared test, repeated measured ANOVA, ANOVA, and t-test. Then the factors that have significant effect on the changes in plaque control ability in third education against the first were evaluated through multiple regression analysis.
Results: The average score of oral health knowledge (perfect score: 10) was 8.34, 8.75, 8.72 at the first, second and third assessment, respectively (P=0.007). The rate of daily 4 or more times toothbrushing increased as 14.3%, 20.2% and 28.6% (P=0.030). The cognition of roll stroke method as the right toothbrushing was high (90%), however the execution was lowerer. The intraoral execution rate of roll stroke method increased as 5.9%, 31.1%, 43.7%, respectively (P<0.001). The agreement rate of knowledge and execution for roll method also increased as 5.9%, 26.1%, 39.5% (P=0.002). The toothbrushing time showed no significant change with questionnaire, instead, it increased as 2.7 min, 3.4 min, 3.2 min when intraoral actual performance observation (P<0.001). The group whose toothbrushing time was longer than 3 min had high plaque control ability. The average score of the plaque control ability for 12 anterior teeth was significantly increased as 27.4, 54.8, 62.7 (P<0.001), and higher in the posterior teeth. And the score of plaque control apparently increased as 44.7, 51.8, 66.7 when agreed with knowledge and execution for roll stroke method (P<0.05). As a result of the multiple regression analysis, prolonged toothbrushing time was the factor significantly influencing the improvement of plaque control ability (β=6.812, P<0.001). But, simply changing toward roll stroke method and simply increasing toothbrushing frequency were not significant influencing factor.
Conclusion: The participating lower grade elementary school children had high level of knowledge about toothbrushing, but their correct toothbrushing performance and plaque control ability were low. The results of this study showed that the application of the “Follow Toothbrushing Experiential Education Video” can improve plaque control ability even without direct educational intervention of an expert, unlike the conventional education. Since the realistic condition of schools does not allow the participation of experts and the allocation of sufficient time in every oral health education, voluntary experiential education as in this study is actively recommended. To improve educational effect, it is necessary to develop education methods such as the addition of educational contents and events that induce interest and participation.
Effects of A Video Oriented Oral Health Education Program on Toothbrushing Behavior and Plaque Control Ability for Lower Grade Elementary School Children
Purpose: This study conducted to evaluate the effects of the“Follow Toothbrushing Experiential Education Video”which developed for field education on the change of their toothbrushing behavior and plaque control ability of lower grade elementary school children.
Methods: A group toothbrushing education was conducted using a video medium for 119 2nd and 3rd grade students of one elementary school in Busan from July 2014 to February 2015 (eight months) and the results were assessed three times (1st: before education, 2nd: after 6 weeks of first education, and 3rd: 5 months after the second education). The oral health behaviors and toothbrushing characteristics were verified through questionnaire and direct observation, and the plaque control ability through the O‘Leary PCR measurement. For data analysis, SPSS version 22.0 was used. The oral health knowledge, oral healthcare, toothbrushing count, method, time, correspondence between toothbrushing knowledge and performance, and plaque control ability were compared by the order of education through chi-squared test, repeated measured ANOVA, ANOVA, and t-test. Then the factors that have significant effect on the changes in plaque control ability in third education against the first were evaluated through multiple regression analysis.
Results: The average score of oral health knowledge (perfect score: 10) was 8.34, 8.75, 8.72 at the first, second and third assessment, respectively (P=0.007). The rate of daily 4 or more times toothbrushing increased as 14.3%, 20.2% and 28.6% (P=0.030). The cognition of roll stroke method as the right toothbrushing was high (90%), however the execution was lowerer. The intraoral execution rate of roll stroke method increased as 5.9%, 31.1%, 43.7%, respectively (P<0.001). The agreement rate of knowledge and execution for roll method also increased as 5.9%, 26.1%, 39.5% (P=0.002). The toothbrushing time showed no significant change with questionnaire, instead, it increased as 2.7 min, 3.4 min, 3.2 min when intraoral actual performance observation (P<0.001). The group whose toothbrushing time was longer than 3 min had high plaque control ability. The average score of the plaque control ability for 12 anterior teeth was significantly increased as 27.4, 54.8, 62.7 (P<0.001), and higher in the posterior teeth. And the score of plaque control apparently increased as 44.7, 51.8, 66.7 when agreed with knowledge and execution for roll stroke method (P<0.05). As a result of the multiple regression analysis, prolonged toothbrushing time was the factor significantly influencing the improvement of plaque control ability (β=6.812, P<0.001). But, simply changing toward roll stroke method and simply increasing toothbrushing frequency were not significant influencing factor.
Conclusion: The participating lower grade elementary school children had high level of knowledge about toothbrushing, but their correct toothbrushing performance and plaque control ability were low. The results of this study showed that the application of the “Follow Toothbrushing Experiential Education Video” can improve plaque control ability even without direct educational intervention of an expert, unlike the conventional education. Since the realistic condition of schools does not allow the participation of experts and the allocation of sufficient time in every oral health education, voluntary experiential education as in this study is actively recommended. To improve educational effect, it is necessary to develop education methods such as the addition of educational contents and events that induce interest and participation.
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