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首页> 外文期刊>Asian Nursing Research >Helping Teachers Conduct Sex Education in Secondary Schools in Thailand: Overcoming Culturally Sensitive Barriers to Sex Education
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Helping Teachers Conduct Sex Education in Secondary Schools in Thailand: Overcoming Culturally Sensitive Barriers to Sex Education

机译：帮助泰国中学的教师进行性教育：克服文化敏感的性教育障碍

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Summary Purpose The purpose of this quasi experimental study was to evaluate the effects of Culturally Sensitive Sex Education Skill Development, a teacher-led sex education program in secondary schools in Thailand. Methods Two public secondary schools in the suburban areas of Bangkok were randomly selected. One was designated as the experimental school and the other as the comparison school. Ninety grade seven and eight teachers, 45 from each school, were selected to participate in the study. Self efficacy theory and culturally appropriate basis were applied to develop the program which included 4 weeks of intervention and 2 weeks of follow up. Primary outcomes were attitudes toward sex education, perceived self efficacy, and sex education skills. Statistical analysis included independent and paired t test, and repeated one-way analysis of variance. Results At the end of the intervention and during the follow-up period, the intervention group had significantly higher mean scores of attitudes toward sex education, perceived self efficacy, and sex education skills than their scores before ( p ?
机译：概述目的进行这项准实验性研究的目的是评估文化敏感的性教育技能发展的效果，这是泰国中学教师主导的性教育计划。方法随机选择曼谷郊区的两所公立中学。一所被指定为实验学校，另一所被指定为比较学校。选拔了90名七年级和八年级老师，每所学校有45名老师参加了这项研究。自我效能理论和文化上适当的基础被用于制定该计划，其中包括4周的干预和2周的随访。主要结果是对性教育的态度，自我效能感和性教育技能。统计分析包括独立和配对t检验，以及重复的单向方差分析。结果在干预结束时和随访期间，干预组对性教育态度，自我效能感和性教育技能的平均得分明显高于之前的得分（p <0.001），与比较组相比（p≤0.001）。结论结果表明，文化敏感的性教育技能开发可以增强态度和性教育自我效能，促进教师中性教育的实施。

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