中国医学创新
中國醫學創新
중국의학창신
MEDICAL INNOVATION OF CHINA
2014年
26期
83-84,85
,共3页
健康信念模式教育%精神分裂症%负性情绪
健康信唸模式教育%精神分裂癥%負性情緒
건강신념모식교육%정신분렬증%부성정서
Health belief mode education%Schizophrenia%Negative emotions
目的：探讨健康信念模式教育对恢复期精神分裂症患者负性情绪的影响，以提高患者的治疗依从性和自我效能。方法：将符合条件的精神分裂症患者80例按随机数字表法分为试验组和对照组，两组均接受抗精神病药物系统治疗和护理，并进行常规健康教育，试验组在此基础上给予健康信念模式教育8周，教育前和教育后分别采用焦虑自评量表（SAS）、抑郁自评量表（SDS）、一般自我效能感量表（GSES）、自制遵医行为统计表评定评分。结果：教育前遵医行为评定、SDS评分、SAS评分、GSES评分两组间比较差异无统计学意义（P>0.05）；教育后两组SAS、SDS评分都明显降低，GSES和遵医行为评分都明显增高，且试验组变化更明显（P<0.05）。结论：健康信念模式教育能明显地使患者建立良好的健康意识，去除或减少患者的不良情感，提高自我效能和治疗依从性。
目的：探討健康信唸模式教育對恢複期精神分裂癥患者負性情緒的影響，以提高患者的治療依從性和自我效能。方法：將符閤條件的精神分裂癥患者80例按隨機數字錶法分為試驗組和對照組，兩組均接受抗精神病藥物繫統治療和護理，併進行常規健康教育，試驗組在此基礎上給予健康信唸模式教育8週，教育前和教育後分彆採用焦慮自評量錶（SAS）、抑鬱自評量錶（SDS）、一般自我效能感量錶（GSES）、自製遵醫行為統計錶評定評分。結果：教育前遵醫行為評定、SDS評分、SAS評分、GSES評分兩組間比較差異無統計學意義（P>0.05）；教育後兩組SAS、SDS評分都明顯降低，GSES和遵醫行為評分都明顯增高，且試驗組變化更明顯（P<0.05）。結論：健康信唸模式教育能明顯地使患者建立良好的健康意識，去除或減少患者的不良情感，提高自我效能和治療依從性。
목적：탐토건강신념모식교육대회복기정신분렬증환자부성정서적영향，이제고환자적치료의종성화자아효능。방법：장부합조건적정신분렬증환자80례안수궤수자표법분위시험조화대조조，량조균접수항정신병약물계통치료화호리，병진행상규건강교육，시험조재차기출상급여건강신념모식교육8주，교육전화교육후분별채용초필자평량표（SAS）、억욱자평량표（SDS）、일반자아효능감량표（GSES）、자제준의행위통계표평정평분。결과：교육전준의행위평정、SDS평분、SAS평분、GSES평분량조간비교차이무통계학의의（P>0.05）；교육후량조SAS、SDS평분도명현강저，GSES화준의행위평분도명현증고，차시험조변화경명현（P<0.05）。결론：건강신념모식교육능명현지사환자건립량호적건강의식，거제혹감소환자적불량정감，제고자아효능화치료의종성。
Objective:To discuss the effects of health belief mode education on negative emotions of schizophrenia patients in stage of recovery,in order to improve the patients' treatment compliance and self-efficacy.Method:80 cases of schizophrenia were divided into experimental group and the control group according to random digit table,two groups were treated with antipsychotics system and care,and for regular health education,on the basis of this,the experimental group given health belief mode education for 8 weeks. The scores were evaluated by using self-evaluation of anxiety scale(SAS), self-evaluation depression scale(SDS),general self-efficacy scale(GSES)and homemade statistics of the medical behavior before education and after education. Result:Before education,the difference of SAS,SDS and GSES scores were no statistical significance between the two groups(P>0.05). After education,SAS,SDS scores of two groups were significantly lower,GSES and medical behavior scores were significantly higher,changes in the experimental group was more obvious(P<0.05). Conclusion:Health belief mode education can effectively make the patients to set up correct health belief,eliminate or improve their negative emotions,improve the self-efficacy and treatment compliance.
