现代临床护理
現代臨床護理
현대림상호리
MODERN CLINICAL NURSING
2015年
4期
34-37
,共4页
2型糖尿病%糖尿病教育%看图对话%自护行为%血糖
2型糖尿病%糖尿病教育%看圖對話%自護行為%血糖
2형당뇨병%당뇨병교육%간도대화%자호행위%혈당
type 2 diabetes mellitus%diabetes education%picture and dialogue%self-care ability%blood glucose
目的：探讨看图对话教育模式对2型糖尿病病人血糖控制及自我护理行为的影响。方法按入院时间次序编号，根据随机数字表法，将84例2型糖尿病病人分为实验组和对照组，每组各42例。对照组实施传统的糖尿病知识教育，实验组采用看图对话教育模式。1次/周，60～90 min／次，共8周。比较干预前后两组病人空腹血糖、餐后2 h血糖、糖化血红蛋白（gycated hemoglobin，HbAlc）值及自我护理行为的差异。结果干预后两组病人各项血糖指标值比较，差异均有统计学意义（P<0.05）。干预后除遵医嘱服药外，两组病人饮食控制、规律运动、血糖监测、足部护理和血糖异常处理评分比较，差异均有统计学意义（P<0.05）。结论实施看图对话教育模式，提高了糖尿病病人自我护理行为，从而提高血糖控制水平。
目的：探討看圖對話教育模式對2型糖尿病病人血糖控製及自我護理行為的影響。方法按入院時間次序編號，根據隨機數字錶法，將84例2型糖尿病病人分為實驗組和對照組，每組各42例。對照組實施傳統的糖尿病知識教育，實驗組採用看圖對話教育模式。1次/週，60～90 min／次，共8週。比較榦預前後兩組病人空腹血糖、餐後2 h血糖、糖化血紅蛋白（gycated hemoglobin，HbAlc）值及自我護理行為的差異。結果榦預後兩組病人各項血糖指標值比較，差異均有統計學意義（P<0.05）。榦預後除遵醫囑服藥外，兩組病人飲食控製、規律運動、血糖鑑測、足部護理和血糖異常處理評分比較，差異均有統計學意義（P<0.05）。結論實施看圖對話教育模式，提高瞭糖尿病病人自我護理行為，從而提高血糖控製水平。
목적：탐토간도대화교육모식대2형당뇨병병인혈당공제급자아호리행위적영향。방법안입원시간차서편호，근거수궤수자표법，장84례2형당뇨병병인분위실험조화대조조，매조각42례。대조조실시전통적당뇨병지식교육，실험조채용간도대화교육모식。1차/주，60～90 min／차，공8주。비교간예전후량조병인공복혈당、찬후2 h혈당、당화혈홍단백（gycated hemoglobin，HbAlc）치급자아호리행위적차이。결과간예후량조병인각항혈당지표치비교，차이균유통계학의의（P<0.05）。간예후제준의촉복약외，량조병인음식공제、규률운동、혈당감측、족부호리화혈당이상처리평분비교，차이균유통계학의의（P<0.05）。결론실시간도대화교육모식，제고료당뇨병병인자아호리행위，종이제고혈당공제수평。
Objective To investigate the effect of diabetic health education pictures on blood sugar control and self-care ability of type 2 diabetic patients. Methods Using the registration number and random digit table, 84 patients with type 2 diabetes mellitus were divided into the experiment group and the control group with 42 cases in each group. The control group received traditional diabetes knowledge education, and the experiment group was educated with the mode of"picture and dialogue"health education, 60 to 90min per week for 8 weeks. The patients in the two groups were observed before and after the intervention in terms of the fasting blood glucose, postprandial 2h blood glucose, glycatedhemoglobin (gycated, hemoglobin, HbAlc) and self-care ability. Result The differences in blood sugar value index and self-care behavior score after the intervention between the two groups were statistically significant (P<0.05). Conclusion Application of′picture and dialogue′education mode can enhance patients′ability of self-care behaviors the effect of health education and stabilize the level of blood glucose of patients.
