基于知信行理论模式的健康教育对院外压疮患者照顾者照顾行为的影响

发布时间：2018-05-27 06:18

本文选题：院外压疮 + 照顾者　；参考：《华北理工大学》2017年硕士论文

【摘要】：目的比较常规健康教育与基于知信行理论模式的健康教育对院外压疮患者主要照顾者认知和行为及其疾病结局的干预效果。方法选取2015年5月~2016年6月北京某三级医院院外压疮住院患者主要照顾者60例作为研究对象,按入院顺序进行排序,奇数入对照组,偶数入干预组,各组30例。对照组接受常规的健康教育,包括讲解压疮的原因、分期和伤口的护理,演示正确翻身技能等。干预组在常规健康教育基础之上加用知信行理论模式下的健康教育,健康教育时间为每次45min,2次/周,共3个月。知信行理论模式(Knowledge,Attitude and practice,KAP)是为了改变健康行为的一种模式,它由获取知识、产生信念和形成行为三个连续的过程组成,照顾者只有先获得了压疮相关知识,并对压疮知识进行积极的思考,才能逐步形成信念及正确的态度。知识上升为信念,照顾者才能采取积极的态度去改善照顾行为[1]。本研究依据理论的三个阶段进行干预设计并实施干预。于干预前、干预后1个月和干预后3个月,采用压疮知识问卷、一般自我效能问卷(GSES)和照顾行为问卷对两组照顾者进行测评,评价知信行理论模式下的健康教育的干预效果。使用SPSS17.0统计软件进行分析,计量资料以均数±标准差(`x±S)表示;两组间数据比较采用两独立样本t检验,干预前后数据采用配对样本t检验,计数资料用频数表示,采用x2检验,对照顾者进行的干预随时间推移的变化用重复测量方差分析,以P0.05表示差异有统计学意义。结果两组压疮患者照顾者压疮知识比较:在干预前两组压疮患者照顾者压疮知识比较,差异无统计学意义(P0.05);在干预1个月时,干预组照顾者压疮知识得分较对照组有提高,差异有统计学意义(P0.05);干预3个月,干预组照顾者压疮知识得分较对照组有显著性提高,差异有统计学意义(P0.05)。两组压疮患者照顾者一般自我效能比较:在干预前两组压疮患者照顾者一般自我效能比较,差异无统计学意义(P0.05);干预1个月时,干预组照顾者自我效能得分较对照组有提高,差异有统计学意义(P0.05);干预3个月,干预组照顾者自我效能得分较对照组有显著性提高,差异有统计学意义(P0.05)。两组压疮患者照顾者照顾行为比较:在干预前两组压疮患者照顾者照顾行为比较,差异无统计学意义(P0.05);在干预1个月时,干预组照顾者照顾行为较对照组有提高,差异有统计学意义(P0.05);干预3个月,干预组照顾者照顾行为得分较对照组有显著性提高,差异有统计学意义(P0.05)。两组压疮患者照顾者翻身技能比较:在干预前两组压疮患者照顾者翻身技能比较,差异无统计学意义(P0.05);在干预1个月时,干预组照顾者翻身技能较对照组有提高,差异有统计学意义(P0.05);干预3个月,干预组照顾者翻身技能较对照组有显著性提高,差异有统计学意义(P0.05)。两组压疮患者压疮再发生率比较:对照组31例中再发生压疮例数15例占48.3%;干预组29例中再发生例数3例占10.3%,干预组较对照组压疮再发生率的差异有统计学意义(P0.05)。结论知信行理论模式下的健康教育可以改善院外带入压疮照顾者行为,其方法简便易行,可在临床广泛推广使用。
[Abstract]:Objective to compare the effect of health education and knowledge based health education on the cognition and behavior of the main caregivers of patients with pressure sore and the outcome of the disease. Methods to select 60 main caregivers of the hospitalized patients in the outside pressure sore in a three grade three hospital in Beijing in May 2015, as the research object, according to the order of admission. In the control group, the control group received routine health education, including explaining the causes of pressure sores, staging and wound care, demonstrating the correct turn over skills, etc. the intervention group added health education on the basis of conventional health education on the basis of the knowledge and letter theory model on the basis of the routine health education, and the health education time was 45min each time, the control group received the routine health education. 2 / week, 3 months. Knowledge (Attitude and practice, KAP) is a pattern for changing healthy behavior. It consists of three continuous processes of acquiring knowledge, generating beliefs and forming behavior. The caregivers can only get the knowledge of pressure sores first, and think positively about pressure sore knowledge. Belief and correct attitude. Knowledge is rising to belief, the caregiver can take a positive attitude to improve the behavior of care [1].. This study is based on the three stages of the theory of intervention design and intervention. Before intervention, 1 months after intervention and 3 months after intervention, the knowledge of pressure ulcer, general self-efficacy questionnaire (GSES) and care behavior are adopted. The questionnaire was used to evaluate the two groups of caregivers, to evaluate the intervention effect of health education under the theory of knowledge and credit theory. The data were analyzed with SPSS17.0 statistical software, and the measurement data were expressed with mean standard deviation (`x + S). The data of the two groups were compared with two independent samples of t test, and the data were measured by paired sample t test and the number of data used in frequency. It was indicated that the x2 test was used to compare the intervention of the caregivers with the change of time with the repeated measurement of variance analysis, and the difference was statistically significant by P0.05. Results the pressure sore knowledge of the two groups of pressure sore caregivers was compared: there was no significant difference between the two groups of pressure sores before the intervention (P0.05), and the intervention for 1 months was not significant. In the intervention group, the score of pressure sore knowledge in the intervention group was higher than that in the control group (P0.05). The intervention group was significantly higher than the control group in the intervention group for 3 months, and the difference was statistically significant (P0.05). The two groups of pressure sore caregivers were compared with those in the two groups of pressure sore patients before the intervention. General self-efficacy comparison, the difference was not statistically significant (P0.05); when intervention 1 months, the intervention group's self-efficacy score was higher than the control group, the difference was statistically significant (P0.05); the intervention group was significantly higher than the control group in the intervention group for 3 months, the difference was statistically significant (P0.05). Two groups of pressure sore patients were compared. There was no significant difference between the care behavior of the two groups of pressure sores before the intervention (P0.05), and the care behavior of the caregivers in the intervention group was higher than the control group at 1 months. The difference was statistically significant (P0.05), and the intervention group was significantly higher than the control group for 3 months. The difference was statistically significant (P0.05). Comparison of the turn over skills of the two groups of pressure sore caregivers: there was no statistical difference between the two groups of pressure sore caregivers before the intervention (P0.05); in the 1 month intervention, the caregivers of the intervention group were higher than the control group (P0.05), and the intervention group was intervened for 3 months. There was significant improvement in the turnover skill of the customers compared with the control group, the difference was statistically significant (P0.05). The rate of pressure ulcers in the two groups of pressure sore patients was compared: the number of pressure sore cases in the control group was 48.3% in 15 cases and 3 in 29 cases in the intervention group, 10.3% in 3 cases, and the difference between the intervention group and the control group was statistically significant (P0.05). Health education based on KAP theory can improve the behavior of pressure sore caregivers outside the hospital. The method is simple and feasible, and can be widely used in clinical practice.
【学位授予单位】：华北理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：R473

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