以跨理论模型为指导的健康教育对老年冠心病患者自我管理能力及生活质量的影响
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摘要
目的探讨以跨理论模型(TTM)为指导的健康教育对老年冠心病患者自我管理能力及生活质量的影响。方法选择2016年5月—2017年10月唐山市丰南区中医医院接收的106例老年冠心病患者,采用数字表法随机分为对照组(n=53)与观察组(n=53)。对照组采取常规健康教育,观察组实施以TTM为指导的健康教育。评估并比较2组患者干预前后自我效能感、自我管理能力及生活质量等变化情况。结果 2组干预后自我效能感评分均高于干预前(P<0.01),且观察组高于对照组(P<0.01);2组干预后自我管理能力量表(CSMS)各维度评分均高于干预前(P<0.05),且观察组均高于对照组(P<0.05);2组干预后健康SF-36量表各维度评分均高于干预前(P<0.05),且观察组均高于对照组(P<0.05)。结论对老年冠心病患者实施以TTM为指导的健康教育,可明显增强患者自我效能感与自我管理能力,有效提高其生活质量。
Objective To explore the effect of health education guided by trans-theoretical model(TTM) on self-management ability and quality of life in the elderly with coronary heart disease(CHD). Methods 106 elderly with CHD hospitalized during the period from May 2016 to October 2017 were randomly divided into 2 groups: control group(n=53) and observation group(n=53); routine health education was performed on the elderly in control group while and TTM-guided health education on the elderly in observation group; the self-efficacy, self-management ability and quality of life of the elderly before and after intervention were analyzed and a comparison was made between the 2 groups. Results The self-efficacy scores, the scores of self-management ability scale(CSMS) and the scores of health SF-36 scale of the elderly in both groups after intervention were all higher than those before intervention(P<0.01,P<0.05) and the scores of the elderly in observation group were all higher than those in control group(P<0.05). Conclusion The TTM-guided health education can significantly enhance the self-efficacy and self-management ability of the elderly with CHD and effectively improve the quality of life.
Objective To explore the effect of health education guided by trans-theoretical model(TTM) on self-management ability and quality of life in the elderly with coronary heart disease(CHD). Methods 106 elderly with CHD hospitalized during the period from May 2016 to October 2017 were randomly divided into 2 groups: control group(n=53) and observation group(n=53); routine health education was performed on the elderly in control group while and TTM-guided health education on the elderly in observation group; the self-efficacy, self-management ability and quality of life of the elderly before and after intervention were analyzed and a comparison was made between the 2 groups. Results The self-efficacy scores, the scores of self-management ability scale(CSMS) and the scores of health SF-36 scale of the elderly in both groups after intervention were all higher than those before intervention(P<0.01,P<0.05) and the scores of the elderly in observation group were all higher than those in control group(P<0.05). Conclusion The TTM-guided health education can significantly enhance the self-efficacy and self-management ability of the elderly with CHD and effectively improve the quality of life.
引文
[1]史宇颖,范琳琳,耿桂灵,等.结构化健康教育对冠心病患者生活质量及终末事件影响的系统评价[J].中国实用护理杂志,2015,31(4):235-240.
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[8]王妍,王萍,李学文.知信行模式护理健康教育对冠心病患者行为习惯、自我护理及生命质量的影响[J].贵州医药,2017,41(10):1100-1102.
[9]杜亚男,耿丽华,陈长香.冠心病患者健康自我管理水平及其影响因素[J].现代预防医学,2017,44(5):835-838+893.
[10]祝让放,葛晴霞,付伟.跨理论模型在护理中的应用进展[J].护理研究,2016,30(30):3735-3738.
[11]孔德华,陆皓,汉瑞娟,等.跨理论模型在健康行为改变中应用的研究进展[J].解放军护理杂志,2015,32(13):28-31.
[12]焦剑慧,冯琴,相潇潇,等.健康教育在冠心病合并糖尿病患者中的应用[J].心血管康复医学杂志,2017,26(6):586-589.
[13]陈小芳,阮爱超,薛小玲,等.跨理论模型建构的健康教育促进高血压患者规律运动的效果分析[J].中华现代护理杂志,2016,22(10):1402-1405.
[14] Floud S, Balkwill A, Moser K, et al. The role of health-related behavioural factors in accounting for inequalities in coronary heart disease risk by education and area deprivation:prospective study of 1.2 million UK women[J]. BMC Med, 2016, 14(1):145.
[15] Svavarsdottir MH, Sigurdardottir AK, Steinsbekk A. Knowledge and skills needed for patient education for individuals with coronary heart disease:The perspective of health professionals[J].Eur J Cardiovasc Nurs, 2016, 15(1):55-63.
[2]顾丽萍.延续性自我管理教育对介入治疗冠心病患者疾病自我管理能力的影响[J].河北医药,2017,39(1):154-157.
[3]赵育凌,顾晴.跨理论模型在我国慢性病患者健康教育中的应用进展[J].中华现代护理杂志,2015,21(8):869-872.
[4]第一届全国内科学术会议心血管病专业组.关于冠心病命名及诊断标准建议[J].中国药事, 1980, 1987(2):14-17.
[5]申继亮,唐丹.一般自我效能感量表(GSES)在老年人中的使用[J].中国临床心理学杂志,2004,12(4):342-344.
[6]任洪艳,唐萍,赵庆华.冠心病自我管理量表的开发和评价[J].第三军医大学学报,2009,31(11):1087-1090.
[7]李鲁,王红妹,沈毅.SF-36健康调查量表中文版的研制及其性能测试[J].中华预防医学杂志,2002,36(2):109-113.
[8]王妍,王萍,李学文.知信行模式护理健康教育对冠心病患者行为习惯、自我护理及生命质量的影响[J].贵州医药,2017,41(10):1100-1102.
[9]杜亚男,耿丽华,陈长香.冠心病患者健康自我管理水平及其影响因素[J].现代预防医学,2017,44(5):835-838+893.
[10]祝让放,葛晴霞,付伟.跨理论模型在护理中的应用进展[J].护理研究,2016,30(30):3735-3738.
[11]孔德华,陆皓,汉瑞娟,等.跨理论模型在健康行为改变中应用的研究进展[J].解放军护理杂志,2015,32(13):28-31.
[12]焦剑慧,冯琴,相潇潇,等.健康教育在冠心病合并糖尿病患者中的应用[J].心血管康复医学杂志,2017,26(6):586-589.
[13]陈小芳,阮爱超,薛小玲,等.跨理论模型建构的健康教育促进高血压患者规律运动的效果分析[J].中华现代护理杂志,2016,22(10):1402-1405.
[14] Floud S, Balkwill A, Moser K, et al. The role of health-related behavioural factors in accounting for inequalities in coronary heart disease risk by education and area deprivation:prospective study of 1.2 million UK women[J]. BMC Med, 2016, 14(1):145.
[15] Svavarsdottir MH, Sigurdardottir AK, Steinsbekk A. Knowledge and skills needed for patient education for individuals with coronary heart disease:The perspective of health professionals[J].Eur J Cardiovasc Nurs, 2016, 15(1):55-63.