中华现代护理杂志
中華現代護理雜誌
중화현대호리잡지
CHINESE JOURNAL OF MODERN NURSING
2012年
26期
3114-3117
,共4页
卒中%递进互动式健康教育%鼻饲%家庭照护
卒中%遞進互動式健康教育%鼻飼%傢庭照護
졸중%체진호동식건강교육%비사%가정조호
Stroke%Step-by-step interactional health education%Tube feeding%Home care
目的 探讨递进互动式健康教育模式在提高卒中后鼻饲患者家庭照护水平上的有效性.方法 选择卒中后伴吞咽功能缺损接受鼻饲护理患者的主要家庭照护者60名,随机分为实验组(n＝30)和对照组(n=30).实验组为递进互动式健康教育组,患者入院1～5d内护士讲解鼻饲相关知识和演示操作过程；6～10d讲解操作注意事项,主要照顾者演示操作过程；11～15d由主要照顾者讲解操作注意事项并在护士辅助下完成操作过程.对照组为常规健康教育组.分别在留置胃管后第15d评价两组主要家庭照护者的鼻饲技术、鼻饲相关护理知识、护理满意度,在患者出院后28 d内电话随访胃管留置情况.结果 实验组主要照顾者鼻饲护理知识(8.23±1.01)分,对照组(5.73±0.98)分,差异有统计学意义(t＝9.75,P＜0.01)；实验组鼻饲护理技术掌握评分(38.07±2.63)分,对照组(24.53±3.40)分,差异有统计学意义(t=17.25,P＜0.01)；出院28d内胃管留置情况电话随访结果实验组优于对照组(P＜0.01)；两组护理满意度总分比较差异有统计学意义(P＜0.01).结论 递进互动式健康教育可以提高鼻饲患者主要照顾者的护理技能,改善护理技术和流程的满意度.
目的 探討遞進互動式健康教育模式在提高卒中後鼻飼患者傢庭照護水平上的有效性.方法 選擇卒中後伴吞嚥功能缺損接受鼻飼護理患者的主要傢庭照護者60名,隨機分為實驗組(n＝30)和對照組(n=30).實驗組為遞進互動式健康教育組,患者入院1～5d內護士講解鼻飼相關知識和縯示操作過程；6～10d講解操作註意事項,主要照顧者縯示操作過程；11～15d由主要照顧者講解操作註意事項併在護士輔助下完成操作過程.對照組為常規健康教育組.分彆在留置胃管後第15d評價兩組主要傢庭照護者的鼻飼技術、鼻飼相關護理知識、護理滿意度,在患者齣院後28 d內電話隨訪胃管留置情況.結果 實驗組主要照顧者鼻飼護理知識(8.23±1.01)分,對照組(5.73±0.98)分,差異有統計學意義(t＝9.75,P＜0.01)；實驗組鼻飼護理技術掌握評分(38.07±2.63)分,對照組(24.53±3.40)分,差異有統計學意義(t=17.25,P＜0.01)；齣院28d內胃管留置情況電話隨訪結果實驗組優于對照組(P＜0.01)；兩組護理滿意度總分比較差異有統計學意義(P＜0.01).結論 遞進互動式健康教育可以提高鼻飼患者主要照顧者的護理技能,改善護理技術和流程的滿意度.
목적 탐토체진호동식건강교육모식재제고졸중후비사환자가정조호수평상적유효성.방법 선택졸중후반탄인공능결손접수비사호리환자적주요가정조호자60명,수궤분위실험조(n＝30)화대조조(n=30).실험조위체진호동식건강교육조,환자입원1～5d내호사강해비사상관지식화연시조작과정；6～10d강해조작주의사항,주요조고자연시조작과정；11～15d유주요조고자강해조작주의사항병재호사보조하완성조작과정.대조조위상규건강교육조.분별재류치위관후제15d평개량조주요가정조호자적비사기술、비사상관호리지식、호리만의도,재환자출원후28 d내전화수방위관류치정황.결과 실험조주요조고자비사호리지식(8.23±1.01)분,대조조(5.73±0.98)분,차이유통계학의의(t＝9.75,P＜0.01)；실험조비사호리기술장악평분(38.07±2.63)분,대조조(24.53±3.40)분,차이유통계학의의(t=17.25,P＜0.01)；출원28d내위관류치정황전화수방결과실험조우우대조조(P＜0.01)；량조호리만의도총분비교차이유통계학의의(P＜0.01).결론 체진호동식건강교육가이제고비사환자주요조고자적호리기능,개선호리기술화류정적만의도.
Objective To evaluate the benefits of step-by-step interactional health education model in improving the home care quality in tube feeding patients after stroke.Methods Totals of 60 main home care givers of patients who received tube feeding after stroke were randomly divided into 2 groups.The test group was given step-by-step interactional health education model,which main home care givers received the health education about the relevant knowledge and demonstration operation process in the 1st ～5th day,operation notes and exercise in 6th-10th day,demonstrated the notes and finished the operation under the help of nurses in 11th ～15th day; while the control group was given standard health education model.Then,the skill of tube feeding,overall nursing knowledge,and patients' satisfaction on the nursing of two groups were observed on the 15th day,and the situation of tube indwelling was observed during 28 days after discharge by phone.Results The scores of nursing knowledge and tube feeding skills of test group were ( 8.23 ± 1.0l ) and( 38.07 ± 2.63 ),and those of the control group were ( 5.73 ± 0.98 ) and ( 24.53 ±3.40 ),and the difference was statistically significant ( t=9.75,17.25,respectively; P ＜ 0.01 ).The situation of tube indwelling of test group during 28 days after discharge by phone was significantly better than that of control group ( P＜ 0.01 ).Conclusions The step-by-step interactional health education model can improve the quality of home care in tube feeding patients after stroke,promote the patients satisfaction of nursing skills and procedures.
