摘要
目的探究分阶段回授法健康教育联合行为干预对膀胱癌全切泌尿造口术患者自我管理能力的影响。方法选取2020年6月—2021年7月医院收治的膀胱癌全切泌尿造口术患者122例作为研究对象,按照两组基础资料具有匹配性原则将其分为观察组与对照组,每组61例,对照组采用常规护理干预,观察组在此基础上实施分阶段回授法健康教育联合行为干预,比较两组自我管理能力、应对方式及自我效能的变化。结果实施分阶段回授法健康教育联合行为干预前,两组自我管理能力各维度评分比较差异无统计学意义(P>0.05);干预后,观察组的自我管理能力各维度评分高于对照组,组间比较差异有统计学意义(P<0.05)。实施分阶段回授法健康教育联合行为干预前,两组的自我效能水平比较差异无统计学意义(P>0.05);护理干预后,观察组自我效能水平高于对照组,组间比较差异有统计学意义(P<0.05)。实施分阶段回授法健康教育联合行为干预前,两组应对方式各维度评分比较差异无统计学意义(P>0.05);干预后,观察组屈服、逃避评分均低于对照组(P<0.05),观察组面对应对评分高于对照组,组间比较差异有统计学意义(P<0.05)。结论分阶段回授法健康教育联合行为干预能提升膀胱癌全切泌尿造口术患者自我管理能力及自我效能水平,对改善患者消极应对方式具有重要意义。
Objective To explore the effect of staged feedback method health education combined with behavioral intervention on self-management ability of patients with bladder cancer who underwent urostomy.Methods To select 122 patients with bladder cancer who underwent total resection and urostomy in the hospital from June 2020 to July 2021 as the study subjects,and they were divided into an observation group and a control group according to the principle of matching the basic data of the two groups,with 61 cases in each group.The control group was given routine nursing intervention,and the observation group was given the staged feedback method health education combined with behavioral intervention on this basis to compare the changes in self-management ability,coping style and self-effi cacy of the two groups.Results Before the implementation of the staged feedback method of health education combined with behavioral intervention,there was no significant diff erence in the scores of each dimension of self-management ability between the two groups(P>0.05).After the intervention,the scores of each dimension of self-management ability in the observation group were higher than those in the control group,and the diff erences between the groups were statistically signifi cant(P<0.05).Before the implementation of the staged feedback method of health education combined with behavioral intervention,there was no signifi cant diff erence in the self-effi cacy level between the two groups(P>0.05).After the nursing intervention,the self-efficacy level in the observation group was higher than that in the control group,and the difference between the groups was statistically significant(P<0.05).Before the implementation of the staged feedback method of health education combined with behavioral intervention,there was no signifi cant diff erence in the scores of each dimension of coping style between the two groups(P>0.05).After the intervention,the yield and escape scores of the observation group were lower than those of the control group(
作者
刘晶
伦向灵
LIU Jing;LUN Xiangling(Zhengzhou Central Hospital,Zhengzhou,450000,China)
出处
《护理实践与研究》
2022年第4期550-554,共5页
Nursing Practice and Research
