幼稚園教師口腔衛生知識.行為現況及教育介入之成效

中文摘要研究背景: 幼稚園教師及父母為學齡前學童口腔保健的主要照顧者，對於父母口腔保健認知及態度有較多相關文獻探討，對於幼稚園教師口腔健康認知、態度及行為則較少相關文獻。研究目的: 由於教師長時間與學生接觸，尤其國小階段之學童常受教師之影響。因此，需強化教師正確口腔衛生知識、態度與行為，以便強化學童口腔衛生的認知與技能。研究方法: 本研究主要針對全國立案之托兒所、幼稚園老師選派一名衛教教師，參加口腔保健教師研習活動，共計1795位幼教老師參與本次研究，並將此次研究以JMP統計軟體，進行資料統計分析。研究結果: 幼稚園教師齲齒知識分數平均為81.53(±14.54)分、保健潔牙為78.21(±17.16)分、基本牙齒概念為80.82(±16.58)分、氟化物應用知識為55.02(±20.58)分、口腔其它疾病知識為60.14(±17.54)分。教育介入後，後測得分以氟化物應用知識增加至74.98(±18.16)。其次為保健潔牙知識分數88.84(±13.70)分，顯示教育介入有其效果。知識前測總分與性別、年齡層、是否育有子女、教育程度、地區別等均有相關，知識後測總分與性別、年齡層、教育程度、地區別有顯著相關。在口腔保健部份，刷牙次數以早晚兩次(56.91%)居多，64.05%幼稚園教師使用貝式刷牙法最多，56.80%幼稚園教師刷牙所需時間超過三分鐘，有74.85%幼稚園教師使用牙線，其次31.83%使用牙籤。結論: 本研究發現問卷內容中口腔五項知識對刷牙行為有顯著相關，知識愈高其口腔保健行為也愈好。影響口腔五項知識的相關因素在對數迴歸分析中，重要因素有性別、年齡層、教育程度等。研究結果建議，幼稚園教師對於氟化物應用知識、口腔其它疾病知識分數較低，透過研討講座加強宣導口腔保健其它知識，爾後幼稚園教師能積極推廣口腔保健工作，讓學齡前兒童得以具備正確之口腔衛生知識。

關鍵字

教育介入；行為；口腔衛生知識；幼稚園教師

並列摘要

Background： Kindergarten teachers and parents are the main caretakers of the preschool children in terms of oral care. Many research studies have been done on the parents’ knowledge and attitudes regarding oral care, but there is a dearth of research on the kindergarten teachers’ knowledge, attitudes, and behaviors regarding oral care. Study objective： The role of teachers in oral health should be especially concerning since teachers have extensive daily contact with children, and it has been noted that elementary school children are often influenced by teachers. Therefore, it is necessary to improve the knowledge, attitudes, and behaviors of teachers regarding oral health, which will, in turn, improve the children’s knowledge and abilities regarding oral health. Methods： The subjects of this study were recruits from teachers’ seminars on oral health, in which 1 duly appointed health education specialist teacher of each officially registered preschool or kindergarten, and 1795 general teachers took part in this study. The data were analyzed with JMP software. Results： The knowledge scale of kindergarten teachers on dental caries was 81.53 (±14.54), on dental cleaning was 78.21(±17.16), on fundamental concepts about teeth was 80.82 (±16.58), on fluoride was 55.02 (±20.58), and on other dental-related illnesses was 60.14 (±17.54). After seminar education intervention, the knowledge scale on use of fluoride increased to 74.98 (±18.16), followed by that of dental cleaning, which increased to 88.84 (±13.70). The results showed that the education seminar had significant effect on the knowledge scale. The pre-knowledge results showed correlation with gender, age, children, education level, and region; the post-knowledge results showed significant correlation with gender, age, education level and region. In terms of oral health, most subjects brushed twice a day (56.91%), with 64.05% of kindergarten teachers using the Bass Method, 56.80% teachers brushing for longer than 3 minutes at a time, 74.85% teachers using dental floss, and 31.83% using toothpicks. Conclusion： The study found that the five main knowledge areas on oral health were significantly correlated with brushing behavior; the higher the knowledge scale, the better the oral health behavior. The relative factors of the five main knowledge areas showed the important factors to be gender, age, education level in the paired regression analysis. The results suggest that the knowledge scale of kindergarten teachers was relatively low on the use of fluoride and other dental-related illnesses. It is determined that seminars would be able to improve the oral health knowledge of teachers, so that the teachers could promote oral health and help preschool children learn correct knowledge about oral health.