Health Education Research最新文献_第5页

Barriers to school-based health programs implementation in basic schools in Ghana: education stakeholders' perspective. 加纳基础学校实施校本卫生计划的障碍：教育利益相关者的观点。

IF 2.1 4区医学

Health Education Research Pub Date : 2024-01-23 DOI: 10.1093/her/cyad045

P Adomako Gyasi, L Zhou, Z Chen, E E Numawoseh, A S Opoku-Agyemang

{"title":"Barriers to school-based health programs implementation in basic schools in Ghana: education stakeholders' perspective.","authors":"P Adomako Gyasi, L Zhou, Z Chen, E E Numawoseh, A S Opoku-Agyemang","doi":"10.1093/her/cyad045","DOIUrl":"10.1093/her/cyad045","url":null,"abstract":"School health has been identified as a neglected aspect of primary health care in Ghana, leading to compromised health, well-being and life satisfaction among students. To address this concern, this study identified the barriers hindering the implementation of school-based health programs in Ghana. It employed a qualitative approach, including 116 respondents who participated in interviews. The collected data were analyzed using thematic analysis with the aid of NVivo software. In line with the research objective, findings show that the implementation of school-based health programs faces several teething challenges that serve as barriers to the success and sustainability of the programs. These barriers included resource constraints; a lack of adequate parental and community participation and a lack of adequate collaboration between stakeholders' management and leadership issues, governance issues and political issues. The findings from the study have a relevant and innovative contribution to achieving good health and well-being and quality education as part of the 2030 Agenda for Sustainable Development Goals and shaping primary healthcare management in the context of a developing country. It recommends that policymakers and health practitioners pay special attention to school-based health programs as a key strategy for primary health care management in developing countries.","PeriodicalId":48236,"journal":{"name":"Health Education Research","volume":" ","pages":"55-67"},"PeriodicalIF":2.1,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138832290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Health literacy education of children in Austrian elementary schools. 奥地利小学儿童的健康知识教育。

IF 2.1 4区医学

Health Education Research Pub Date : 2024-01-23 DOI: 10.1093/her/cyad022

Christina Breil, Michael Lillich

引用次数: 0

Impact of participation as a peer change agent on peer change agents themselves: a quantitative study of a peer-led, social media-based PrEP promotion intervention. 作为同伴变革推动者的参与对同伴变革推动者自身的影响：一项关于由同伴主导、基于社交媒体的 PrEP 推广干预措施的定量研究。

IF 2.1 4区医学

Health Education Research Pub Date : 2024-01-23 DOI: 10.1093/her/cyad042

Spring C Cooper, Anthony J Santella, Matthew Caines, Chanapong Rojanaworarit, Alex Hernandez

{"title":"Impact of participation as a peer change agent on peer change agents themselves: a quantitative study of a peer-led, social media-based PrEP promotion intervention.","authors":"Spring C Cooper, Anthony J Santella, Matthew Caines, Chanapong Rojanaworarit, Alex Hernandez","doi":"10.1093/her/cyad042","DOIUrl":"10.1093/her/cyad042","url":null,"abstract":"Despite the adoption of pre-exposure prophylaxis (PrEP) as a crucial HIV intervention, uptake remains suboptimal among men who have sex with men, a sexual minority group, due to barriers like cost and stigma. Peer change agents (PCAs) disseminate PrEP information within their social networks. This study explores the reciprocal effects of an online community-based participatory intervention on PCAs, focusing on their transformed PrEP uptake perceptions-leadership efficacy, social network dynamics, attitudes, perceived benefits and barriers and self-efficacy. Leveraging insights from the PrEP Chicago Study, our research addresses a key gap in community-based participatory interventions for PrEP uptake: the transformative experiences and perception shifts of PCAs involved in these interventions. We engaged 20 men who have sex with men, aged 18-45, as PCAs in a one-group pretest-posttest design intervention, which disseminated PrEP communications within their preferred online networks. We utilized the PrEP Chicago Study's 45 Likert items, tailored to reveal the PCAs' transformative potential. Data on PrEP uptake perceptions, sociodemographics and social media use were captured and analyzed using the Wilcoxon matched-pairs signed-rank test, a nonparametric method. PCAs demonstrated significant changes in their PrEP uptake perceptions, including leadership capacity, social network dynamics, attitudes toward PrEP, perceived benefits, barriers and self-efficacy. Our intervention highlights the reciprocal transformation PCAs undergo when disseminating PrEP information. This study adds a new dimension to community-based PrEP interventions and underscores the need for continued refinement of peer-led strategies to optimize the transformative potential of PCAs.","PeriodicalId":48236,"journal":{"name":"Health Education Research","volume":" ","pages":"84-98"},"PeriodicalIF":2.1,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139049595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Noticing education campaigns or public health messages about vaping among youth in the United States, Canada and England from 2018 to 2022. 从 2018 年到 2022 年，在美国、加拿大和英国的青少年中注意到有关吸食电子烟的教育活动或公共卫生信息。

IF 2.1 4区医学

Health Education Research Pub Date : 2024-01-23 DOI: 10.1093/her/cyad044

Katherine East, Eve Taylor, Erikas Simonavičius, Matilda Nottage, Jessica L Reid, Robin Burkhalter, Leonie Brose, Olivia A Wackowski, Alex C Liber, Ann McNeill, David Hammond

{"title":"Noticing education campaigns or public health messages about vaping among youth in the United States, Canada and England from 2018 to 2022.","authors":"Katherine East, Eve Taylor, Erikas Simonavičius, Matilda Nottage, Jessica L Reid, Robin Burkhalter, Leonie Brose, Olivia A Wackowski, Alex C Liber, Ann McNeill, David Hammond","doi":"10.1093/her/cyad044","DOIUrl":"10.1093/her/cyad044","url":null,"abstract":"Public health campaigns have the potential to correct vaping misperceptions. However, campaigns highlighting vaping harms to youth may increase misperceptions that vaping is equally/more harmful than smoking. Vaping campaigns have been implemented in the United States and Canada since 2018 and in England since 2017 but with differing focus: youth vaping prevention (United States/Canada) and smoking cessation (England). We therefore examined country differences and trends in noticing vaping campaigns among youth and, using 2022 data only, perceived valence of campaigns and associations with harm perceptions. Seven repeated cross-sectional surveys of 16-19 year-olds in United States, Canada and England (2018-2022, n = 92 339). Over half of youth reported noticing vaping campaigns, and noticing increased from August 2018 to February 2020 (United States: 55.2% to 74.6%, AOR = 1.21, 95% CI = 1.18-1.24; Canada: 52.6% to 64.5%, AOR = 1.13, 1.11-1.16; England: 48.0% to 53.0%, AOR = 1.05, 1.02-1.08) before decreasing (Canada) or plateauing (England/United States) to August 2022. Increases were most pronounced in the United States, then Canada. Noticing was most common on websites/social media, school and television/radio. In 2022 only, most campaigns were perceived to negatively portray vaping and this was associated with accurately perceiving vaping as less harmful than smoking among youth who exclusively vaped (AOR = 1.46, 1.09-1.97). Consistent with implementation of youth vaping prevention campaigns in the United States and Canada, most youth reported noticing vaping campaigns/messages, and most were perceived to negatively portray vaping.","PeriodicalId":48236,"journal":{"name":"Health Education Research","volume":" ","pages":"12-28"},"PeriodicalIF":2.1,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10805379/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139080976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Adolescents' perceptions of substance use messaging in the age of social media: resolving cognitive dissonance. 社交媒体时代青少年对药物使用信息的看法：解决认知失调问题。

IF 2.1 4区医学

Health Education Research Pub Date : 2024-01-23 DOI: 10.1093/her/cyad046

Rhana Hashemi, Erin A Vogel

{"title":"Adolescents' perceptions of substance use messaging in the age of social media: resolving cognitive dissonance.","authors":"Rhana Hashemi, Erin A Vogel","doi":"10.1093/her/cyad046","DOIUrl":"10.1093/her/cyad046","url":null,"abstract":"This study interviewed adolescents about their exposure to and perceptions of substance-related social media content and substance use prevention messages. Participants (analytic sample N = 30, age 14-18 years, in CA, USA, 40% male) were recruited from Instagram and Facebook for online semi-structured interviews. An interview transcript coding guide was developed based on the interview questions and emerging themes. Most (27/30) participants reported exposure to peers using substances on social media through posts made on personal accounts. All peer posts portrayed substance use in a positive light. Most participants reported exposure to formal prevention messages on social media (i.e. public service announcements) (19/30) and in schools (i.e. drug education) (21/30; 70.0%) teaching the negative consequences of substance use. Responses to the differences between peer posts and prevention messages included dismissing prevention messages (7/30), believing that their peers were more credible (4/30), desiring comprehensive substance information (3/30) and believing that the no-use message was ineffective for at-risk youth (4/30). Messages shared by peers online significantly contrasted with prevention messages (i.e. public service announcements and drug education). This difference appeared to undermine prevention message credibility. Balanced prevention messages acknowledging the spectrum of risk and reward when using different substances may reduce dissonance and increase engagement.","PeriodicalId":48236,"journal":{"name":"Health Education Research","volume":" ","pages":"1-11"},"PeriodicalIF":2.1,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10805388/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139111293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring mechanisms and contexts in a Peer Education Project to improve mental health literacy in schools in England: a qualitative realist evaluation. 探索旨在提高英格兰学校心理健康素养的同伴教育项目的机制和背景：现实主义定性评估。

IF 2.1 4区医学

Health Education Research Pub Date : 2024-01-23 DOI: 10.1093/her/cyad026

E L Curtin, E Widnall, S Dodd, M Limmer, R Simmonds, A E Russell, A Kaley, J Kidger

{"title":"Exploring mechanisms and contexts in a Peer Education Project to improve mental health literacy in schools in England: a qualitative realist evaluation.","authors":"E L Curtin, E Widnall, S Dodd, M Limmer, R Simmonds, A E Russell, A Kaley, J Kidger","doi":"10.1093/her/cyad026","DOIUrl":"10.1093/her/cyad026","url":null,"abstract":"Poor adolescent mental health calls for universal prevention. The Mental Health Foundation's 'Peer Education Project' equips older students ('peer educators') to teach younger students ('peer learners') about mental health. The peer-led lessons cover defining good and bad mental health, risk and protective factors, self-care, help-seeking and looking after one another. While previous pre-post evaluations have suggested effectiveness, the mechanisms through which the intervention improves mental health literacy remain unclear. We purposively recruited seven secondary schools across England from 2020 to 2022 and collected data through five observations, 12 staff interviews and 15 student focus groups (totalling 134 students; 46 peer educators aged 14-18 years and 88 peer learners aged 11-13 years). Our realist analysis adopted retroductive logic, intertwining deductive and inductive approaches to test the initial programme theory against insights arising from the data. We developed Context-Mechanisms-Outcome configurations related to four themes: (i) modelling behaviours and forming supportive relationships, (ii) relevant and appropriate content, (iii) peer educators feeling empowered and (iV) a school culture that prioritises mental health support. Our refined programme theory highlights key mechanisms, contexts conducive to achieving the outcomes and ways to improve training, recruitment and delivery to maximise effectiveness for similar peer-led initiatives.","PeriodicalId":48236,"journal":{"name":"Health Education Research","volume":" ","pages":"40-54"},"PeriodicalIF":2.1,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10805377/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10305034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Identifying adaptations for a mindfulness program for Spanish-speaking mothers of children with chronic conditions or disabilities. 确定针对讲西班牙语的慢性病或残疾儿童母亲的正念计划的适应性。

IF 2.1 4区医学

Health Education Research Pub Date : 2024-01-23 DOI: 10.1093/her/cyad043

Kimberly C Arthur, Araceli Mendez Sanchez, Angie Tamayo Montero, Patricia Delgado, Ofelia Rosas Ramos, Felice Orlich, Arti D Desai

{"title":"Identifying adaptations for a mindfulness program for Spanish-speaking mothers of children with chronic conditions or disabilities.","authors":"Kimberly C Arthur, Araceli Mendez Sanchez, Angie Tamayo Montero, Patricia Delgado, Ofelia Rosas Ramos, Felice Orlich, Arti D Desai","doi":"10.1093/her/cyad043","DOIUrl":"10.1093/her/cyad043","url":null,"abstract":"Mothers of children with chronic conditions or disabilities have benefited from mindfulness programs, yet culturally relevant mindfulness programs for Spanish-speaking mothers are lacking. We aimed to explore how this population experienced a peer-led mindfulness program to inform adaptations. Sixteen mothers attended a 6-week program and completed semi-structured interviews. Using a realist evaluation framework, we explored relationships between participants' context, the program's mechanisms and outcomes. Our thematic analysis found that four contextual factors-faith, self-concept as a woman and mother, trauma, and level of social support-influenced how participants experienced the mechanisms. Mechanisms included having positive experiences when trying practices, engaging in self-reflection, and sharing life experiences and learning in community. The mechanisms led to four outcomes: emotion regulation, savoring daily life experiences, empowerment to practice self-care and common humanity. Faith was an important enabling factor because participants had positive experiences when integrating their faith with program content. Future research should examine adaptations that invite participants to explore this synergy. Self-reflection should also be emphasized because it increased motivation to use practices and helped address barriers to engagement. Because the four contextual factors apply to many Spanish-speaking immigrants, these adaptations could enhance mindfulness programs for this population more broadly.","PeriodicalId":48236,"journal":{"name":"Health Education Research","volume":" ","pages":"68-83"},"PeriodicalIF":2.1,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10805378/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139111294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘A profound effect on how I see myself and the world around me’: what students found meaningful about taking an academic course intended to reduce campus sexual violence 对我如何看待自己和周围世界产生了深远影响"：学生们认为参加旨在减少校园性暴力的学术课程意义重大

IF 2.4 4区医学

Health Education Research Pub Date : 2024-01-21 DOI: 10.1093/her/cyad048

Alyssa M Lederer, Jessica L Liddell, Katherine M Johnson, Sydney Sheffield

{"title":"‘A profound effect on how I see myself and the world around me’: what students found meaningful about taking an academic course intended to reduce campus sexual violence","authors":"Alyssa M Lederer, Jessica L Liddell, Katherine M Johnson, Sydney Sheffield","doi":"10.1093/her/cyad048","DOIUrl":"https://doi.org/10.1093/her/cyad048","url":null,"abstract":"Sexual violence is common on US college campuses and can result in negative health and academic outcomes. Credit-bearing courses are a possible innovative intervention, but few have been studied, and little is known about enrolled students’ experiences. Our institution, located in the Southern United States, developed a semester-long class as a curricular intervention after our institutional climate survey results showed high rates of sexual violence among undergraduate students. Students enrolled in the course wrote a final reflection paper on what they found meaningful about the class (N = 62). Qualitative conventional content analysis was used to examine what students found most salient. Three overarching categories emerged: course content, course delivery and course impact, each with multiple themes. For course content, students wrote about 22 different topics from the class. For course delivery, students discussed the open forum to discuss sexuality, the importance of taking the course in their first year of college and the course structure. For course impact, students discussed gaining new knowledge, questioning prior assumptions, experiencing personal transformation and feeling empowered to act. Results indicated that students had a powerful class experience and that this kind of educational intervention has the potential to positively impact enrolled students.","PeriodicalId":48236,"journal":{"name":"Health Education Research","volume":"37 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139506176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enhancing the health knowledge and health literacy of recently resettled refugees through classroom-based instructional methods 通过课堂教学方法提高新近安置难民的健康知识和卫生素养

IF 2.4 4区医学

Health Education Research Pub Date : 2024-01-21 DOI: 10.1093/her/cyae001

Pooja Agrawal, Manali Phadke, Nan Du, Fatima Hosain, Leslie Koons, Camille Brown, Shannon O’Malley, Frances Y Cheng

{"title":"Enhancing the health knowledge and health literacy of recently resettled refugees through classroom-based instructional methods","authors":"Pooja Agrawal, Manali Phadke, Nan Du, Fatima Hosain, Leslie Koons, Camille Brown, Shannon O’Malley, Frances Y Cheng","doi":"10.1093/her/cyae001","DOIUrl":"https://doi.org/10.1093/her/cyae001","url":null,"abstract":"Health education can elevate health literacy, which is associated with health knowledge, health-seeking behaviors and overall improved health outcomes. Refugees are particularly vulnerable to the effects of low health knowledge and literacy, which can exacerbate already poor health stemming from their displacement experience. Traditional learning methods including classroom-based instruction are typically how health-related information is presented to refugees. Through a series of interactive classes focused on specific health topics relevant to the resettled refugee population, this study evaluated the effectiveness of a classroom-based health education model in enhancing the health knowledge of recently resettled refugees. We used the Wilcoxon signed-rank test to evaluate differences in pre- and post-class knowledge through test performance. We found a significant improvement in health knowledge in two refugee groups: females and those who were employed. Culturally and socially sensitive considerations including language inclusiveness, class timing, transportation and childcare provisions are important when creating an educational program for individuals with refugee backgrounds. Developing focused approaches to instruction that enhance health knowledge could lead to better health literacy and ultimately improve health-related behaviors and outcomes in the refugee population.","PeriodicalId":48236,"journal":{"name":"Health Education Research","volume":"14 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139506210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development of a cervical cancer prevention text-messaging program for women living with HIV. 为感染艾滋病毒的妇女开发宫颈癌预防短信程序。

IF 2.1 4区医学

Health Education Research Pub Date : 2023-12-11 DOI: 10.1093/her/cyad024

Annie Coriolan Ciceron, Carla J Berg, Michelle Clausen, Min Jeong Jeon, Lorien C Abroms, Daisy Le

{"title":"Development of a cervical cancer prevention text-messaging program for women living with HIV.","authors":"Annie Coriolan Ciceron, Carla J Berg, Michelle Clausen, Min Jeong Jeon, Lorien C Abroms, Daisy Le","doi":"10.1093/her/cyad024","DOIUrl":"10.1093/her/cyad024","url":null,"abstract":"Cervical cancer screening and human papillomavirus (HPV) vaccination are critical for those immunocompromised due to human immunodeficiency virus (HIV). Health education programs, including text messaging, can effectively improve knowledge of cervical cancer and recommended screening. This paper describes the data-driven development of a 4-week text-messaging intervention to improve HPV and cervical cancer knowledge among women living with HIV (WLH). This study reports data from surveys (n = 81; January 2020 to September 2021) and focus group discussions (FGDs, n = 39; April-June 2020) conducted among WLH in the DC area. While most WLH revealed that their usual sources of health information were through in-person group sessions, they pointed out that these were impractical options due to the coronavirus 2019 pandemic. They noted that a text-messaging intervention was feasible and acceptable. FGD participants' responses structured around the Protection Motivation Theory constructs informed the text-messaging library, covering topics such as (I) understanding of cervical cancer and HPV, (II) cervical cancer prevention and (III) HPV self-sampling. The utilization of low-cost and easily accessible health education interventions, such as mobile-based text messaging, can effectively increase knowledge and awareness of cervical cancer in populations that have been historically difficult to access and during times when health services are disrupted such as during a global pandemic or public health emergency.","PeriodicalId":48236,"journal":{"name":"Health Education Research","volume":" ","pages":"587-596"},"PeriodicalIF":2.1,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11491630/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9761556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0