摘要
目的分析基于认知行为理论的强化健康教育在痛风患者中的应用价值。方法选取2021年2月—2024年2月厦门大学附属第一医院收治的100例痛风患者为研究对象,根据不同的健康教育方法分为对照组与研究组,各50例,对照组实施常规健康教育,包括发放宣教材料、阐述用药方法、强调健康饮食与科学运动等;研究组实施基于认知行为理论的强化健康教育,以认知行为理论为依据,通过组建专门护理小组对患者实施认知干预和行为干预,对比干预后2组的自我效能感、生活质量及认知行为情况。结果干预后1、2个月,研究组的一般自我效能感量表(general self-efficacy scale,GSES)评分分别为(26.74±5.16)分、(29.63±4.58)分,高于对照组的(21.18±4.45)分、(24.97±4.26)分,差异均有统计学意义(P<0.05)。干预后,研究组健康状况调查简表(the MOS36-item short-form health survey,SF-36)的生理功能、生理职能、精力、躯体疼痛、情感职能、社会功能、精神健康、一般健康状况评分分别为(82.61±10.70)分、(80.39±6.39)分、(74.18±11.87)分、(78.69±6.72)分、(84.36±7.82)分、(81.71±10.70)分、(80.04±8.87)分、(80.64±5.35)分,高于对照组的(78.59±9.39)分、(75.02±7.25)分、(70.85±10.36)分、(72.28±7.16)分、(79.86±10.70)分、(76.18±9.99)分、(75.30±10.71)分、(77.24±6.17)分,差异均有统计学意义(P<0.05);研究组患者遵医行为、限酒、饮食控制、科学运动、情绪稳定、治疗信心6个维度的认知行为优良率分别为80.00%、84.00%、78.00%、80.00%、82.00%、84.00%,高于对照组的48.00%、52.00%、42.00%、46.00%、52.00%、50.00%,差异均有统计学意义(P<0.05)。结论对痛风患者实施基于认知行为理论的强化健康教育能够有效提升患者自我效能感,纠正患者错误认知和行为,进而提高生活质量。
Objective To analyze the application value of strengthening health education based on cognitive-behavioral theory in gout patients.Methods A total of 100 gout patients admitted in the First Affiliated Hospital of Xiamen University,School of Medicine,Xiamen University from February 2021 to February 2024 selected as the research subjects.According to different health education methods,they were divided into a control group and a study group,with 50 cases in each group.The control group implemented routine health education,including distributing educational materials,explaining the method of medication,emphasizing healthy diet,scientific exercise,etc.;the study group implemented strengthening health education based on cognitive-behavioral theory,and formed a specialized nursing team to implement cognitive and behavioral interventions for patients based on cognitive behavior theory.The self-efficacy,quality of life,cognitive behavioral of the two groups were compared after intervention.Results After 1 and 2 months of intervention,the general self-efficacy scale(GSES)scores of the study group were(26.74±5.16)points and(29.63±4.58)points,respectively,which were higher than those of the control group(21.18±4.45)points and(24.97±4.26)points,and the differences were statistically significant(P<0.05).After intervention,the physiological functioning,role-physical,vitality,bodily pain,role-emotional,social functioning,mental health,and general health scores of the MOS 36 item short form health survey(SF-36)were(82.61±10.70)points,(80.39±6.39)points,(74.18±11.87)points,(78.69±6.72)points,(84.36±7.82)points,(81.71±10.70)points,(80.04±8.87)points,and(80.64±5.35)points,respectively,which were higher than those of the control group,which were(78.59±9.39)points,(75.02±7.25)points,(70.85±10.36)points,(72.28±7.16)points,(79.86±10.70)points,(76.18±9.99)points,(75.30±10.71)points,and(77.24±6.17)points,and the differences were statistically significant(P<0.05).The excellent rates of cognitive behavior in the six dimensions of medical behavior,alcohol restriction,dietary control,scientific exercise,emotional stability,and treatment confidence in the study group were 80.00%,84.00%,78.00%,80.00%,82.00%,and 84.00%,respectively,which were higher than those of the control group,which were 48.00%,52.00%,42.00%,46.00%,52.00%,and 50.00%,and the differences were statistically significant(P<0.05).Conclusion Strengthening health education based on cognitive-behavioral theory for gout patients can effectively enhance patients'self-efficacy,correct patients'misperception and behaviors,and improve their quality of life.
作者
蔡琦
孙月池
张蔓菁
CAI Qi;SUN Yuechi;ZHANG Manjing(Department of Rheumatology and Immunology,the First Affiliated Hospital of Xiamen University,School of Medicine,Xiamen University,Xiamen Fujian 361003,China;Department of Endocrinology Diabetes,the First Affiliated Hospital of Xiamen University,School of Medicine,Xiamen University,Xiamen Fujian 361003,China)
出处
《中国卫生标准管理》
2025年第14期164-168,共5页
China Health Standard Management
基金
国家自然科学基金资助项目(82201930)。
关键词
认知行为理论
强化健康教育
认知行为评分
痛风
自我效能
生活质量
cognitive-behavioral theory
strengthening health education
cognitive-behavioral scores
gout
self-efficacy
quality of life
