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청소년기에 형성된 건강증진 행동은 성인기에 이어 노년기까지 평생 지속 될 수 있기 때문에 올바른 건강증진행위를 습득하여 스스로 구강건강관리를 하여야 하는 중요한 시기이다. 본 연구에서는 중학생을 대상으로 구강보건 교육을 통하여 구강보건행동과 구강보건지식의 변화를 통해 구강보건교육의 중요성을 검증하고자 시행하였다. 2018년 3월부터 2018년 12월까지 B시 D 구에 소재한 총 6개교 중학교 1, 2, 3학년 760명을 연구대상으로 하였다. 연 구대상자를 윤리적으로 보호하기 위해 동의대학교 생명윤리위원회(IRB 승인 번호 : :DIRB-201810-HR-E-29)의 승인을 받고 연구를 수행하였다. 통계프로그램 은 SPSS ver. 23.0을 사용하였으며 중학생의 일반적 특성, 구강보건교육 경험 및 교육 내용의 분포, 구강보건교육 후 칫솔질 행동변화와 구강보건지식 변화를 알아보기 위해 빈도분석(범주형)을 실시하여 빈도(N)와 백분율(%)로 분석하였다. 중학생의 일반적인 특성 중 성별은 남학생이 73.7%, 여학생이 26.3%로 남학 생 비율이 더 많았으며, 학년은 1학년에서 3학년까지 고루 분포되어 있었다. 구강건강인지는 보통이 53.2%로 가장 높았고, 좋음 37.2%, 나쁨 9.6%순이었
다. 구강 내 건강상태 인지에서는 구취가 나는 것 같다고 한 경우가 25.5% 로 가장 높았다. 구강보건교육 실태에서는 구강보건교육을 받은 경험이 있는 경우는 57.2%, 구강보건교육을 받지 않은 경험은 42.8%로 거의 비슷하였다. 구강보건교육 경험이 있다고 응답한 대상 중에서 교육 횟수는 2회 받았다고 한 응답이 33.1%로 가장 많았으며 평균1.61회를 교육을 받았다. 구강건강관리 교육 후 만족도와 도움 정도 변화를 살펴보면 구강보건교육 만족도 에서는 ‘만족한다’ 82.5%로 가장 높았고 보통이다’가 15%, ‘만족하지 않는다’ 2.5% 순이었다. 구강건강관리에 도움의 정도에서는 ‘도움이 된다’가 82%로 가장 높았다. 구강보건교육 내용의 난이도에서는 ‘쉬웠다’가 56.7%로 가장높았다. 칫솔질 체험 도움에서는 ‘도움이 되었다’가 78.4%로 가장 높았고 ‘보통이다’ 19.3%, ‘도움이 되지 않는다’ 2.3% 순이었다. 칫솔질 횟수에서는 ‘매
일 닦지 않음’이 교육 후에는 없었으며 ‘하루 한번’은 교육 후에는 4.4Δ%로 줄었으며 ‘하루두번, 또는 그 이상’은 교육 후에는 5.24Δ% 증가하였다. 칫솔질 방법에서는 ‘바스법 기타 권장사용법’은 교육 후에는 25.3% 증가하였고 ‘수평운동 또는 혼합법’ 32Δ% 감소, ‘수직운동 또는 회전운동’ 6.7Δ% 증가하였다. 점심 후 칫솔질 유무에서는 교육 후에 15Δ% 증가하여 43.9%였다. 구강보건지식에서 교육 전에 이미 모든 문항에서 정답률이 높았지만 과일, 우유, 채소는 치아를 청결하게 도와주는 음식이다’라는 문항이 14.5Δ%로 증가 하여 가장 큰 변화가 있었고 ‘잇몸병의 원인은 치면세균막(프라그)이다’라는 문항이 12.4Δ% 증가, ‘칫솔질은 잠자기 전에 닦아야 한다.’라는 문항은 10.3Δ% 증가 , ‘불소가 함유된 치약은 충치를 예방하는 효과가 있다’가 5.1Δ% 증가하였다.
본 연구결과를 종합적으로 분석한 결과 중학생을 대상으로 하는 구강보건교육과 칫솔질 교습을 통해서 칫솔질 행동변화를 관찰 할 수 있었으며 구강보건지식 변화를 분석한 결과 큰 변화가 있는 문항이 있는 것을 확인 할 수 있었다. 따라서 구강보건교육을 통한 중학생의 칫솔질 행동이 긍정적인 변화가 있었다고 생각되며 지속적이고 반복적인 구강보건교육이 필요하고, 이러한 목적을 달성하기 위해서 중학생들의 성장발달과 요구에 맞는 구강보건교육이 마련되어져야 할 것이다.
다. 구강 내 건강상태 인지에서는 구취가 나는 것 같다고 한 경우가 25.5% 로 가장 높았다. 구강보건교육 실태에서는 구강보건교육을 받은 경험이 있는 경우는 57.2%, 구강보건교육을 받지 않은 경험은 42.8%로 거의 비슷하였다. 구강보건교육 경험이 있다고 응답한 대상 중에서 교육 횟수는 2회 받았다고 한 응답이 33.1%로 가장 많았으며 평균1.61회를 교육을 받았다. 구강건강관리 교육 후 만족도와 도움 정도 변화를 살펴보면 구강보건교육 만족도 에서는 ‘만족한다’ 82.5%로 가장 높았고 보통이다’가 15%, ‘만족하지 않는다’ 2.5% 순이었다. 구강건강관리에 도움의 정도에서는 ‘도움이 된다’가 82%로 가장 높았다. 구강보건교육 내용의 난이도에서는 ‘쉬웠다’가 56.7%로 가장높았다. 칫솔질 체험 도움에서는 ‘도움이 되었다’가 78.4%로 가장 높았고 ‘보통이다’ 19.3%, ‘도움이 되지 않는다’ 2.3% 순이었다. 칫솔질 횟수에서는 ‘매
일 닦지 않음’이 교육 후에는 없었으며 ‘하루 한번’은 교육 후에는 4.4Δ%로 줄었으며 ‘하루두번, 또는 그 이상’은 교육 후에는 5.24Δ% 증가하였다. 칫솔질 방법에서는 ‘바스법 기타 권장사용법’은 교육 후에는 25.3% 증가하였고 ‘수평운동 또는 혼합법’ 32Δ% 감소, ‘수직운동 또는 회전운동’ 6.7Δ% 증가하였다. 점심 후 칫솔질 유무에서는 교육 후에 15Δ% 증가하여 43.9%였다. 구강보건지식에서 교육 전에 이미 모든 문항에서 정답률이 높았지만 과일, 우유, 채소는 치아를 청결하게 도와주는 음식이다’라는 문항이 14.5Δ%로 증가 하여 가장 큰 변화가 있었고 ‘잇몸병의 원인은 치면세균막(프라그)이다’라는 문항이 12.4Δ% 증가, ‘칫솔질은 잠자기 전에 닦아야 한다.’라는 문항은 10.3Δ% 증가 , ‘불소가 함유된 치약은 충치를 예방하는 효과가 있다’가 5.1Δ% 증가하였다.
본 연구결과를 종합적으로 분석한 결과 중학생을 대상으로 하는 구강보건교육과 칫솔질 교습을 통해서 칫솔질 행동변화를 관찰 할 수 있었으며 구강보건지식 변화를 분석한 결과 큰 변화가 있는 문항이 있는 것을 확인 할 수 있었다. 따라서 구강보건교육을 통한 중학생의 칫솔질 행동이 긍정적인 변화가 있었다고 생각되며 지속적이고 반복적인 구강보건교육이 필요하고, 이러한 목적을 달성하기 위해서 중학생들의 성장발달과 요구에 맞는 구강보건교육이 마련되어져야 할 것이다.
목차
I. 서론 ····························································································································11. 연구의 필요성 ·······································································································12. 연구의 목적 ···········································································································3Ⅱ. 연구대상 및 방법 ·······························································································41. 연구설계 ·················································································································42. 연구대상 ·················································································································73. 연구도구 ·················································································································71) 구강보건지식 ········································································································72) 구강보건행동 ········································································································83) 구강보건교육 ········································································································84. 자료수집절차 ·········································································································121) 대상자의 구강보건활동에 따른 설문조사 ······················································12(1) 구강보건교육 전 ·····························································································12(2) 구강보건교육 후 ·····························································································125. 분석방법 ················································································································13Ⅲ. 연구결과 ···············································································································141. 구강보건교육 전 구강건강 실태조사 ·····························································141.1 성별 및 연령분포 ···························································································141.2. 구강건강인지 ··································································································151.3. 구강보건교육 실태 ························································································161.4. 점심식사 후 칫솔질 행태 ············································································181.5. 치아홈메우기 경험 유무 및 불소도포 경험 유무 ··································191.6. 구강건강행동(OHB) ······················································································201.7. 구강 내 증상 인지 ························································································221.8. 구강보건지식 ··································································································232. 구강보건교육 후 칫솔질 행동 및 구강보건지식 변화 ·······························242.1.구강건강관리 교육 후 만족도와 도움 정도 ············································242.2 칫솔질 행동 변화 ···························································································252.3. 구강보건지식 변화 ························································································27Ⅳ. 고찰 ·······················································································································28Ⅴ. 결론 및 제언 ·······································································································32참고문헌 ······················································································································34부록 1 ··························································································································38부록 2 ··························································································································40ABSTRACT ···············································································································41
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