CAJ | 학술논문

目的：探讨支持教育对乳腺癌患者化疗期间焦虑、抑郁和自我效能感的影响。方法选取80例2013年1-10月完成术后第1化疗疗程，焦虑自评量表（ SAS）和抑郁自评量表（ SAS）标准分50～59分的乳腺癌患者，按入选顺序随机分为研究组和对照组各40例，再进行一般自我效能感量表（GSES）测评，对照组患者给予肿瘤化疗常规护理和心理护理，研究组患者在对照组的基础上给予Orem自理模式支持教育系统干预，所有病例于第2和第3疗程结束的次日再次进行SDS、SAS、GSES测评，将所得数据进行统计学分析。结果干预后，第2疗程对照组与研究组SDS评分分别为（50．20±2．26），（47．70±3．96）分；SAS评分分别为（51．55±2．81），（48．60±4．56）分；GSES评分分别为（1．76±0．31），（2．06±0．41）分，两组比较差异有统计学意义（t值分别为8．797，10．223，14．585；P＜0．01）：第3疗程对照组和研究组SDS评分分别为（47．50±2．32），（43．65±4．44）分；SAS 评分分别为（47．55±3．39），（43．05±5．62）：GSES评分分别为（1．85±0．34），（2．27±0．41），两组比较差异有统计学意义（t值分别为10．466，11．473，28．283；P＜0．01）。结论支持教育护理模式提高患者的一般自我效能感，明显改善患者焦虑、抑郁状态，值得在临床护理推广。
목적：탐토지지교육대유선암환자화료기간초필、억욱화자아효능감적영향。방법선취80례2013년1-10월완성술후제1화료료정，초필자평량표（ SAS）화억욱자평량표（ SAS）표준분50～59분적유선암환자，안입선순서수궤분위연구조화대조조각40례，재진행일반자아효능감량표（GSES）측평，대조조환자급여종류화료상규호리화심리호리，연구조환자재대조조적기출상급여Orem자리모식지지교육계통간예，소유병례우제2화제3료정결속적차일재차진행SDS、SAS、GSES측평，장소득수거진행통계학분석。결과간예후，제2료정대조조여연구조SDS평분분별위（50．20±2．26），（47．70±3．96）분；SAS평분분별위（51．55±2．81），（48．60±4．56）분；GSES평분분별위（1．76±0．31），（2．06±0．41）분，량조비교차이유통계학의의（t치분별위8．797，10．223，14．585；P＜0．01）：제3료정대조조화연구조SDS평분분별위（47．50±2．32），（43．65±4．44）분；SAS 평분분별위（47．55±3．39），（43．05±5．62）：GSES평분분별위（1．85±0．34），（2．27±0．41），량조비교차이유통계학의의（t치분별위10．466，11．473，28．283；P＜0．01）。결론지지교육호리모식제고환자적일반자아효능감，명현개선환자초필、억욱상태，치득재림상호리추엄。
Objective To explore the effect of support-education on the anxiety , depression and self-efficacy in breast cancer patients during chemotherapy .Methods Eighty breast cancer patients with chemotherapy from January 2013 to October 2013, whose standard scores of self-rating anxiety scale (SAS) and the self-rating depression scale ( SDS) were 50-59 points after the first course of chemotherapy , were chosen and randomly divided into the control group and the research group , each with 40 cases.The control group received the routine chemotherapy nursing and psychological care , and the research group received the system intervention of Orem mode of support-education on the basis of the control group .All patients were surveyed by SDS, SAS and general self-efficacy scale ( GSES) next day after the second and third course of chemotherapy , and the data were analyzed .Results After the second course of chemotherapy , the scores of SDS in the control group and the research group were respectively (50.20 ±2.26) and (47.70 ±3.96), and the scores of SAS were respectively (51.55 ±2.81) and (48.60 ±4.56), and the scores of GSES were respectively (1.76 ± 0.31) and (2.06 ±0.41), and the differences were statistically significant (t=8.797, 10.223, 14.585, respectively;P<0.01).After the third course of chemotherapy , the scores of SDS in the control group and the research group were respectively (47.50 ±2.32) and (43.65 ±4.44), and the scores of SAS were respectively (47.55 ±3.39) and (43.05 ±5.62), and the scores of GSES were respectively (1.85 ±0.34) and (2.27 ± 0.41), and the differences were statistically significant ( t =10.466, 11.473, 28.283, respectively; P <0.01).Conclusions The nursing model of support-education can increase the patients ’ general self-efficacy, and significantly improve the anxiety and depression in patients , and is worthy of clinical promotion .