| 张洁,戴琳峰,刘瑾瑾,孙怡华,蔡晓晴,王薇薇.分层强化健康教育模式在肾移植康复期患者中实施的效果评价[J].上海护理,2015,15(4): |
| 分层强化健康教育模式在肾移植康复期患者中实施的效果评价 |
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| DOI： |
| 中文关键词: 分层强化 健康教育 肾移植康复期 |
| 英文关键词:Hierarchical reinforcement Health Education Renal transplantationSin rehabilitation period |
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| 中文摘要: |
| 目的 旨在了解分阶段健康教育模式对肾移植康复期患者的影响，深化优质护理内涵。方法 选择2010年12月～2011年9月收治的96例肾移植康复期的患者作为对照组，给予传统健康教育；选择2011年10月～2012年7月收治的99例肾移植康复期的患者作为观察组，根据移植术后时间，分为术后3个月、3-6个月、6个月以上三个阶段，根据不同阶段的疾病特点有针对性的进行健康教育：第一阶段（术后3个月），着重建立良好的医护患沟通关系，给予正确用药指导，指导规律运动，从费力较少的运动开始，循序渐进。第二阶段（术后3-6个月），根据不同性别、年龄、文化程度的患者所产生的心理问题给予针对性的心理护理。比如男性及年轻患者易于接受宣教，可以集中进行健康指导，但是女性和年龄较大的患者需要在日常生活中予以实践指导与关心，即“宣教于平时”；同时该阶段是肾移植后存活最关键的时期，因此要告知患者排斥反应现象，如遇发热、移植肾区痛、体重突然增加、血压升高、尿量减少等要及时就医，提高肾移植患者自我监护能力。第三阶段（术后6个月以上），着重于健康生活方式的指导，主要包括坚持服药，定期复诊，自我监护，调节身心等方面。分别观察两组不同阶段的患者依从性、并发症的发生率以及满意度的变化。结果 观察组三个阶段的患者依从性、满意度明显优于对照组(P<0.05)；观察组三个阶段的患者肾移植术后无近期并发症发生，对照组出现17例不同程度的并发症。结论 对肾移植术后康复患者实施分阶段、全程式健康教育作为一种优质护理服务的延伸，提高了护士对健康教育的重视程度以及健康教育的时效性，改善了患者疾病自我管理行为和疾病照护的结局。 |
| 英文摘要: |
| Objective In order to understand the mode of health education effect on kidney transplantation patients in rehabilitation period, deepen the connotation of high quality nursing care. Methods 2010 December to 2011 September were treated 96 cases of kidney transplantation in rehabilitation period were as the control group, given conventional health education; in 2011 October to 2012 July treated 99 cases of renal transplantation rehabilitation of patients as the observation group, according to the time after transplantation, divided after more than 3 months, 3-6 months, for 6 months in three stages, according to the characteristics of different stages of the disease targeted health education: the first stage (after 3 months), focusing on the establishment of good relations of doctor nurse patient communication, and give the correct guidance of medication guidance, regular exercise, from the beginning of laborious less motion, step by step. The second phase (3-6 months after operation), given targeted psychological nursing according to the different gender, age, psychological problems of patients caused by cultural degree. For example, men and young patients are easy to accept education, you can focus on the health guidance, but the female and older patients in daily life need to practice guidance and care, namely "education in the usual"; at the same time the stage is the key period of survival after renal transplantation, and to inform the patient rejection phenomenon, such as the case of fever renal transplantation, pain, sudden weight gain, increased blood pressure, urine volume decreased to timely medical treatment, improve the self care ability of patients with renal transplantation. The third stage (after 6 months), focus on healthy lifestyle guidance, including adherence to medication, regular visits, self care, physical and mental adjustment etc.. The two groups were observed in different stages of the compliance of the patients, the incidence of complications and satisfaction of change. Results The observation group of three stages of the compliance of the patients, satisfaction was significantly better than the control group (P<0.05); no complications occurred in the observation group of patients with renal transplantation in three stages, the control group had 17 cases with complications in different degrees. Conclusion On the rehabilitation of patients with different stages, the whole program of health education as an extension of the high quality nursing service after renal transplantation, improve the timeliness of the importance of health education and the health education, improve the patients self management behavior and disease care. |
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