中华耳鼻咽喉头颈外科杂志
中華耳鼻嚥喉頭頸外科雜誌
중화이비인후두경외과잡지
CHINESE JOURNAL OF OTORHINOLARYNGOLOGY HEAD AND NECK SURGERY
2014年
8期
632-636
,共5页
喉肿瘤%病人教育%康复护理%生活质量
喉腫瘤%病人教育%康複護理%生活質量
후종류%병인교육%강복호리%생활질량
Laryngeal neoplasms%Patient education%Rehabilitation nursing%Quality of life
目的 应用同伴教育的方式对喉癌患者进行术前、术后健康教育,并对同伴教育的效果进行评价,探讨同伴教育在喉癌患者术后康复中的作用.方法 选取2010年1月至2012年12月行喉部分切除或喉全切除的240例喉癌患者为研究对象,采用随机数字表法分为对照组120例和试验组120例.对照组只接受责任护士的常规护理;试验组在常规护理的基础上提供同伴教育,观察比较两组患者对治疗和护理的配合态度、术后恢复情况以及术后不适症状和并发症的发生率,并采用艾森克个性问卷(EPQ)、应对方式问卷(CSQ)及华盛顿大学生存质量量表(UW-QOL)对两组患者术后生存质量进行评估.计量资料采用独立样本t检验,计数资料采用x2检验.结果 试验组积极配合治疗和护理的患者为118例,多于对照组的105例,差异有统计学意义(x2=10.7,P＜0.01);试验组患者术后伤口愈合时间、胃管留置时间及术后住院时间均低于对照组,差异有统计学意义(t=6.89,t=6.36,t=6.42,P＜0.01);试验组患者术后不适症状(胃部不适、伤口疼痛、憋喘)的发生率低于对照组,差异有统计学意义(x2=10.15,x2=7.65,0=10.35,P＜0.05);试验组患者术后的生存质量(UW-QOL)总分值高于对照组,差异有统计学意义(t=2.40,P＜0.05);试验组患者术后的艾森克个性特征测验(EPQ)量表中的P分值、N分值均低于对照组;差异有统计学意义(t=2.28,t=2.60,P ＜0.05),而E分值明显高于对照组,差异有统计学意义(=4.50,P＜0.01),L分值两组间差异无统计学意义(t=1.49,P＞0.05).试验组患者术后的应对方式问卷(CSQ)中的解决问题因子分值和求助因子分值均高于对照组,差异有统计学意义(t =7.05,t=7.73,P＜0.01),而自责因子分值却低于对照组;差异有统计学意义(t=2.05,P＜0.05).结论 同伴教育可帮助喉癌患者保持良好的精神心理状态,积极配合治疗,减少患者的不适感及并发症的发生率,缩短住院时间.实践证明同伴教育有助于喉癌术后患者的康复及生存质量的提高.
目的 應用同伴教育的方式對喉癌患者進行術前、術後健康教育,併對同伴教育的效果進行評價,探討同伴教育在喉癌患者術後康複中的作用.方法 選取2010年1月至2012年12月行喉部分切除或喉全切除的240例喉癌患者為研究對象,採用隨機數字錶法分為對照組120例和試驗組120例.對照組隻接受責任護士的常規護理;試驗組在常規護理的基礎上提供同伴教育,觀察比較兩組患者對治療和護理的配閤態度、術後恢複情況以及術後不適癥狀和併髮癥的髮生率,併採用艾森剋箇性問捲(EPQ)、應對方式問捲(CSQ)及華盛頓大學生存質量量錶(UW-QOL)對兩組患者術後生存質量進行評估.計量資料採用獨立樣本t檢驗,計數資料採用x2檢驗.結果 試驗組積極配閤治療和護理的患者為118例,多于對照組的105例,差異有統計學意義(x2=10.7,P＜0.01);試驗組患者術後傷口愈閤時間、胃管留置時間及術後住院時間均低于對照組,差異有統計學意義(t=6.89,t=6.36,t=6.42,P＜0.01);試驗組患者術後不適癥狀(胃部不適、傷口疼痛、憋喘)的髮生率低于對照組,差異有統計學意義(x2=10.15,x2=7.65,0=10.35,P＜0.05);試驗組患者術後的生存質量(UW-QOL)總分值高于對照組,差異有統計學意義(t=2.40,P＜0.05);試驗組患者術後的艾森剋箇性特徵測驗(EPQ)量錶中的P分值、N分值均低于對照組;差異有統計學意義(t=2.28,t=2.60,P ＜0.05),而E分值明顯高于對照組,差異有統計學意義(=4.50,P＜0.01),L分值兩組間差異無統計學意義(t=1.49,P＞0.05).試驗組患者術後的應對方式問捲(CSQ)中的解決問題因子分值和求助因子分值均高于對照組,差異有統計學意義(t =7.05,t=7.73,P＜0.01),而自責因子分值卻低于對照組;差異有統計學意義(t=2.05,P＜0.05).結論 同伴教育可幫助喉癌患者保持良好的精神心理狀態,積極配閤治療,減少患者的不適感及併髮癥的髮生率,縮短住院時間.實踐證明同伴教育有助于喉癌術後患者的康複及生存質量的提高.
목적 응용동반교육적방식대후암환자진행술전、술후건강교육,병대동반교육적효과진행평개,탐토동반교육재후암환자술후강복중적작용.방법 선취2010년1월지2012년12월행후부분절제혹후전절제적240례후암환자위연구대상,채용수궤수자표법분위대조조120례화시험조120례.대조조지접수책임호사적상규호리;시험조재상규호리적기출상제공동반교육,관찰비교량조환자대치료화호리적배합태도、술후회복정황이급술후불괄증상화병발증적발생솔,병채용애삼극개성문권(EPQ)、응대방식문권(CSQ)급화성돈대학생존질량량표(UW-QOL)대량조환자술후생존질량진행평고.계량자료채용독립양본t검험,계수자료채용x2검험.결과 시험조적겁배합치료화호리적환자위118례,다우대조조적105례,차이유통계학의의(x2=10.7,P＜0.01);시험조환자술후상구유합시간、위관류치시간급술후주원시간균저우대조조,차이유통계학의의(t=6.89,t=6.36,t=6.42,P＜0.01);시험조환자술후불괄증상(위부불괄、상구동통、별천)적발생솔저우대조조,차이유통계학의의(x2=10.15,x2=7.65,0=10.35,P＜0.05);시험조환자술후적생존질량(UW-QOL)총분치고우대조조,차이유통계학의의(t=2.40,P＜0.05);시험조환자술후적애삼극개성특정측험(EPQ)량표중적P분치、N분치균저우대조조;차이유통계학의의(t=2.28,t=2.60,P ＜0.05),이E분치명현고우대조조,차이유통계학의의(=4.50,P＜0.01),L분치량조간차이무통계학의의(t=1.49,P＞0.05).시험조환자술후적응대방식문권(CSQ)중적해결문제인자분치화구조인자분치균고우대조조,차이유통계학의의(t =7.05,t=7.73,P＜0.01),이자책인자분치각저우대조조;차이유통계학의의(t=2.05,P＜0.05).결론 동반교육가방조후암환자보지량호적정신심리상태,적겁배합치료,감소환자적불괄감급병발증적발생솔,축단주원시간.실천증명동반교육유조우후암술후환자적강복급생존질량적제고.
Objective To evaluate the effect of peer education on postoperative rehabilitation of patients with laryngeal cancer.Methods From January 2010 to December 2012,240 cases of primary laryngeal cancer were treated with partial or total laryngectomy as well as tracheotomy in the Department of Head and Neck Surgery in Shandong Provincial Hospital.The patients were randomly divided into experimental group or control group by Stochastic tables law,120 patients in control group accepted only conventional nursing,120 patients in experimental group accepted both conventional nursing and peer education.The difference in the treatment nursing cooperation attitude,postoperative recovery,postoperative symptoms and the incidence of complications between two groups were evaluated by postoperative quality of life (UW-QOL),Eysenck personality questionnaire (EPQ) and coping style questionnaire (CSQ) score.The independent sample T-test and x2 test were used for statistical analysis.Results The patients of experimental group showed more positive attitude to treatment and care compared to the patients of control group (x2 =10.7,P ＜0.01).Experimental group had less time in postoperative wound healing time,gastric tube indwelling time and postoperative hospital stay than control group,with statistically significant differences (t =6.89,t =6.36,t =6.42,respectively,P ＜ 0.01) ; Incidence of postoperative discomfort symptoms in experimental group was less than that in control group (P ＜ 0.05).Total score for quality of life (UW-QOL) in experimental group was higher than that in control group (t =2.40,P ＜ 0.05).The P and N scores of EPQ in experimental group were lower than those in control group (t =2.28,t =2.60,P ＜ 0.05),while the E score of EPQ in experimental group was significantly higher than that in control group (t =4.50,P ＜ 0.01),with no significant difference in the L score of EPQ between two groups (P ＞ 0.05).scores of factor to solve problem and help factor of CSQ in experimental group were higher than those in control group (t =7.05,t =7.73,P ＜ 0.01),and the era factor score of experimental group was lower than that of control group(t =2.05,P ＜ 0.05).Conclusions Peer education can help the patients with laryngectomy to maintain good psychological and mental status,to cooperate actively with treatment,to reduce symptoms and complications,and to shorten the length of hospital stay,improving their postoperative rehabilitation and quality of life.
