健康教育在老年骨质疏松性髋部骨折护理中的应用效果
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摘要
目的分析健康教育在老年骨质疏松性髋部骨折护理中的应用效果。方法选取在我院接受诊治的84例老年骨质疏松性髋部骨折患者,运用系统抽样法将其分为参照组和研讨组,每组42例。参照组给予常规护理干预,研讨组在常规护理基础上给予健康教育干预。比较两组患者的遵医行为、疾病认知度、骨折愈合时间、骨折线消失时间、住院时间及生活质量。结果研讨组患者按医嘱用药、按医嘱饮食、按医嘱运动、按医嘱康复评分及总分均高于参照组(P<0.05);研讨组患者疾病健康知识、饮食知识、运动知识、康复知识、自我护理知识评分及总分均高于参照组(P<0.05);研讨组患者的骨折愈合时间、骨折线消失时间、住院时间均短于参照组,生活质量评分高于参照组(P<0.05)。结论健康教育用于老年骨质疏松性髋部骨折护理中的效果显著,值得临床推广应用。
Objective To analyze the application effect of health education in the nursing of senile osteoporosis hip fracture. Methods Eighty-four elderly patients with osteoporotic hip fracture treated in our hospital were selected and divided into reference group and seminar group by system sampling method, with 42 cases in each group. The reference group was given routine nursing intervention, and the seminar group was given health education intervention on the basis of routine nursing. The compliance behavior, disease awareness, fracture healing time, fracture line disappearance time, hospitalization time and quality of life of both groups were compared. Results The scores of medication according to doctors' order, diet according to doctors' order, exercise according to doctors' order, rehabilitation score according to doctors' order and the total score in the seminar group were superior to those of the reference group(P<0.05). The scores of disease health knowledge,diet knowledge, exercise knowledge, rehabilitation knowledge, self-care knowledge and total score in the seminar group were superior to those of the reference group(P <0.05). The fracture healing time, fracture line disappearance time and hospitalization time of the seminar group were shorter than those of the reference group, and the quality of life score of the seminar group was higher than that of the reference group(P<0.05). Conclusion Health education in the nursing of elderly patients with osteoporotic hip fracture has a significant effect, which is worthy of clinical promotion and application.
Objective To analyze the application effect of health education in the nursing of senile osteoporosis hip fracture. Methods Eighty-four elderly patients with osteoporotic hip fracture treated in our hospital were selected and divided into reference group and seminar group by system sampling method, with 42 cases in each group. The reference group was given routine nursing intervention, and the seminar group was given health education intervention on the basis of routine nursing. The compliance behavior, disease awareness, fracture healing time, fracture line disappearance time, hospitalization time and quality of life of both groups were compared. Results The scores of medication according to doctors' order, diet according to doctors' order, exercise according to doctors' order, rehabilitation score according to doctors' order and the total score in the seminar group were superior to those of the reference group(P<0.05). The scores of disease health knowledge,diet knowledge, exercise knowledge, rehabilitation knowledge, self-care knowledge and total score in the seminar group were superior to those of the reference group(P <0.05). The fracture healing time, fracture line disappearance time and hospitalization time of the seminar group were shorter than those of the reference group, and the quality of life score of the seminar group was higher than that of the reference group(P<0.05). Conclusion Health education in the nursing of elderly patients with osteoporotic hip fracture has a significant effect, which is worthy of clinical promotion and application.
引文
[1]马亚洁,朱爱群.品管圈活动在降低老年髋部骨折患者便秘中的应用[J].临床医学研究与实践,2016,1(13):160-161.
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[3]丘荣.健康教育用于老年骨质疏松性髋部骨折护理中的临床效果分析[J].临床医药文献电子杂志,2017,4(27):93-94.
[4]刘江梅,陈春旭,叶锦芬,等.健康教育护理模式在老年骨质疏松性髋部骨折患者中的临床效果[J].中国当代医药,2017,24(18):178-180.
[5]张萍.健康教育在老年骨质疏松性髋部骨折护理中的应用分析[J].中国医药指南,2016,14(21):216.
[6]唐榕.健康教育在老年骨质疏松性髋部骨折护理中的应用[J].医学信息,2016,29(9):352.
[7]赵云.健康教育对老年骨质疏松性髋部骨折患者预后的影响[J].医疗装备,2017,30(17):157-158.
[8]季艳萍,丁庆彬,张静,等.老年骨质疏松性髋部骨折术后患者生活质量现状及其影响因素研究[J].中国护理管理,2016,16(9):1289-1294.
[9]王晓庆,罗存珍,李凤华,等.老年髋部骨折合并骨质疏松出院病人的延续护理效果评价[J].护理研究,2016,30(4):438-440.
[10]魏更生,吴京亮,吴磊.老年骨质疏松性髋部骨折患者的药物起始率及依从性分析[J].临床骨科杂志,2017,20(2):175-178.
[11]石娟莉.延续性护理对老年髋部骨折术后患者生活质量及肢体功能恢复的影响[J].临床医学研究与实践,2017,2(26):194-195.
[2]宋丹.健康教育用于老年骨质疏松性髋部骨折护理中的临床效果分析[J].世界临床医学,2017,11(8):5233-5234.
[3]丘荣.健康教育用于老年骨质疏松性髋部骨折护理中的临床效果分析[J].临床医药文献电子杂志,2017,4(27):93-94.
[4]刘江梅,陈春旭,叶锦芬,等.健康教育护理模式在老年骨质疏松性髋部骨折患者中的临床效果[J].中国当代医药,2017,24(18):178-180.
[5]张萍.健康教育在老年骨质疏松性髋部骨折护理中的应用分析[J].中国医药指南,2016,14(21):216.
[6]唐榕.健康教育在老年骨质疏松性髋部骨折护理中的应用[J].医学信息,2016,29(9):352.
[7]赵云.健康教育对老年骨质疏松性髋部骨折患者预后的影响[J].医疗装备,2017,30(17):157-158.
[8]季艳萍,丁庆彬,张静,等.老年骨质疏松性髋部骨折术后患者生活质量现状及其影响因素研究[J].中国护理管理,2016,16(9):1289-1294.
[9]王晓庆,罗存珍,李凤华,等.老年髋部骨折合并骨质疏松出院病人的延续护理效果评价[J].护理研究,2016,30(4):438-440.
[10]魏更生,吴京亮,吴磊.老年骨质疏松性髋部骨折患者的药物起始率及依从性分析[J].临床骨科杂志,2017,20(2):175-178.
[11]石娟莉.延续性护理对老年髋部骨折术后患者生活质量及肢体功能恢复的影响[J].临床医学研究与实践,2017,2(26):194-195.