摘要
目的探讨认知教育在门诊输液患者焦虑中的应用。方法选取在门诊室接受输液治疗的234例患者为研究对象,随机将所有患者均分为对照组和观察组(n=117)。对照组采用常规的输液管理措施,观察组在对照组的基础上对患者进行认知教育。采用SAS焦虑评分量表和患者依从性判断观察2组患者焦虑及依从性情况。结果认知教育干预后,观察组焦虑患者例数(1例)明显减少,显著优于干预前(115例)和对照组干预后(109例)(P<0.05);SAS评分比较:观察组和对照组干预后(39.2±6.4),(52.8±7.9)与干预前(61.2±5.1),(61.6±6.0)比较,差异均有统计学意义(均P<0.05),且干预后观察组优于对照组(P<0.05)。观察组干预后治疗依从性优于对照组(P<0.05)。结论认知教育可显著改善门诊输液患者焦虑心理,提高患者治疗的依从性。
Objective To investigate the application of cognitive education on anxiety of patients in outpatient transfusion.Methods 234 cases of patients were received infusion therapy in clinic, the patients were randomly divided into control group and observation group, 117 cases in each. The control group was used routine transfusion management measures, on the basis of general nursing measures the observation group was added with cognitive education. Anxiety and compliance of patients in the two groups were observed with the SAS anxiety rating scale and patient compliance judgment.Results After the cognitive education intervention, the number of patients in observation group anxiety （1） decreased significantly, significantly better than before intervention （n=115） and control group （n=109） （allP〈0.05）; The SAS score comparison： after the intervention, the observation group and the control group the scores of （39.2±6.4）, （52.8±7.9） were better than after the intervention （61.2±5.1）, （61.6±6.0）, the differences were statistically significant （allP〈0.05）, and the scores of the intervention group than that of the control group （P〈0.05）. After the cognitive education intervention, there was a significant difference about treatment compliance in the two groups（P〈0.05）.Conclusion Cognitive education can obviously improve the psychological anxiety of transfusion outpatients,and improve treatment compliance.
出处
《当代医学》
2015年第31期95-96,共2页
Contemporary Medicine
关键词
认知教育
门诊输液
焦虑
依从性
SAS焦虑评分量表
Cognitive education
Outpatient infusion
Anxiety
Compliance
SAS anxiety rating scale
