摘要
目的 探讨学习进阶联合回授法的微课健康教育对居家糖尿病肾病患者自我护理能力及血糖水平的影响。方法 选取2022年9月—2023年9月于雅安职业技术学院附属医院接受治疗出院的糖尿病肾病患者80例作为研究对象,按照组间基线资料均衡可比的原则将其分为对照组和观察组,每组40例。对照组发放健康教育手册,并电话跟进掌握患者情况;观察组采用基于学习进阶联合回授法的微课健康教育,两组共干预12周后对照组失访3例、观察组失访1例。对比两组干预前、干预12周的临床指标(包含尿蛋白、血糖、糖化血红蛋白水平)、自我护理能力量表(ESCA)评分及糖尿病患者自我管理知识、态度和行为评价量表评分。结果 干预12周后,两组患者的尿蛋白水平比较差异无统计学意义(P>0.05),观察组患者空腹血糖及糖化血红蛋白均低于对照组,比较差异均有统计学意义(P<0.05)。干预12周后,观察组患者ESCA量表中的知识掌握、自我责任、自我护理能力3个维度得分高于对照组,差异有统计学意义(P<0.05),而自我概念维度两组比较无统计学意义(P>0.05)。干预12周后,观察组患者在知识、态度、行为3个维度得分高于对照组,差异有统计学意义(P<0.05)。结论 采用学习进阶联合回授法的微课健康教育对居家糖尿病肾病患者进行干预,可以提高其自我护理能力,改善血糖水平。
Objective To explore the effects of micro-lecture health education based on the learning progression combined with the teach-back method on the self-care ability and blood glucose levels in home-based patients with diabetic nephropathy.Methods A total of 80 patients with diabetic nephropathy who were discharged from Ya'an Polytechnic College Affiliated Hospital between September 2022 and September 2023 were selected as research subjects.According to the principle of balanced and comparable baseline data between groups,they were divided into a control group and an observation group,with 40 cases in each group.The control group received a health education manual and was followed up by phone to monitor the patients'condition.The observation group received micro-lecture health education based on the learning progression combined with the teach-back method.After 12 weeks of intervention,3 cases were lost to follow-up in the control group,and 1 case was lost to follow-up in the observation group.The clinical indicators(including urine protein,blood glucose,and glycosylated hemoglobin levels),Exercise of Self-care Agency Scale(ESCA)scores,and scores on the diabetes self-management knowledge,attitude,and behavior evaluation scale were compared between the two groups before the intervention and after 12 weeks of intervention.Results After 12 weeks of intervention,there was no statistically significant difference in the urine protein levels between the two groups(P>0.05),while the fasting plasma glucose and glycated hemoglobin in the observation group were lower than those in the control group,the differences were statistically significant(P<0.05).After 12 weeks of intervention,the observation group had higher scores than the control group in three dimensions of the ESCA scale:knowledge mastery,self-responsibility,and self-care ability,the differences were statistically significant(P<0.05),while there was no statistically significant difference between the two groups in the self-concept dimension(P>0.05).After 12 weeks of intervention,the patients in the observation group had higher scores than those in the control group in the three dimensions of knowledge,attitude,and behavior,the differences were statistically significant(P<0.05).Conclusion The micro-lecture health education based on the learning progression combined with the teach-back method in home-based patients with diabetic nephropathy can enhance their self-care ability and improve blood glucose levels.
作者
彭玉娇
李小莉
王菠
廖林梅
向岚
许玉贤
PENG Yujiao;LI Xiaoli;WANG Bo;LIAO Linmei;XIANG Lan;XU Yuxian(Ya'an Polytechnic College,Ya'an 625000,China;Ya'an Polytechnic College Affi liated Hospital,Ya'an 625000,China)
出处
《护理实践与研究》
2025年第10期1456-1460,共5页
Nursing Practice and Research
基金
四川省职业教育与成人教育学会科研课题(编号:23038)。
关键词
微课
学习进阶
回授
糖尿病肾病
自我护理
Micro-lecture
Learning progression
Teach-back
Diabetic nephropathy
Self-care
