Objective To development teacher health literacy on students’ visual protection questionnaire for kindergarten, primary and middle schools, and to provide a basis for quantitative assessment of visual protection health literacy of school teachers.
Methods Based on official documents related to prevention and control of myopia as well as the integrated definition of health literacy of WHO Europe, the framework for technical evaluation was established. Totally 24 multi-disciplinary experts in related fields conducted two-round Delphi expert consultation. Evaluation items, questions and corresponding weights were determined based on experts’ opinions and scores.
Results In two rounds of Delphi consultation, the response rates were 83.3% and 79.2% respectively, and the authority coefficient was 0. 91. The final questionnaire was composed by dimensions of core knowledge of myopia, daily instruction, guidance for myopic behaviors, promotion of outdoor activities, and creation of teaching light environment, including 30 and 23 items for middle and primary school teachers and kindergarten teachers respectively. The coefficient of variation ( CV) of the five dimensions ranged from 0.07 to 0.15, and that of each question ranged from 0.08 to 0.29. Expert opinions were accordant and credible.
Conclusion A reliable questionnaire of teacher health literacy on students’ visual protection health literacy for school teachers is established, which can be used as the entry point and effectiveness evaluation basis for the school-based intervention of myopia.
【摘要】 目的 研制面向幼儿园、中小学教师的学生视力保护相关健康素养评价问卷, 为量化评估学校教师近视防控能 力提供依据。 方法 依照教育部和国家卫生健康委等部门颁布的近视防控相关要求和文件、参考世界卫生组织提出的健 康素养整合定义, 形成学生视力保护相关学校教师健康素养评价体系和问题条目库, 选择24名相关领域专家进行两轮德 尔菲专家咨询后确定适用幼儿园和中小学校的评价指标条目、评价问题和权重。 结果 两轮德尔菲专家咨询, 专家回复率 分别为83.3%和79.2%, 专家权威系数为0.91。最终形成含近视核心知识掌握、日常教学行为、学生用眼行为指导、户外活 动促进、教学用光环境营造5个维度, 分别包含30和23个条目的中小学教师和幼儿园教师评价问卷, 各维度及各问题条 目评分的变异系数范围分别为0.07~0.15, 0.08~0.29,专家意见一致可信。 结论 研究形成了学生视力保护相关的幼儿园 教师和中小学校教师健康素养评价问卷, 可作为基于学校的近视综合防控项目的干预切入点和效果评估依据。