屠一敏,李 霞,曹新妹,朱晓洁,徐文静,张 丽,奚士君,倪 琳.家属同步教育对精神分裂症患者治疗依从性的影响[J].上海护理,2018,18(4):
家属同步教育对精神分裂症患者治疗依从性的影响
Effects of synchronous teaching the professional knowledge of mental illness to the relatives of schizophrenics on improving the medication compliance of the schizophrenics (1.Shanghai Yang Pu Mental Health Center, Shanghai 200090, China; 2.Shanghai Mental Health Center, Shanghai 200030, China)
投稿时间:2017-02-27  修订日期:2018-03-26
DOI:
中文关键词:  精神分裂症患者  家属  依从性
英文关键词:Schizophrenic  Relatives  Compliance
基金项目:上海市护理学会科研课题(2015MS-B12);2015年上海市教委护理高原学科建设项目(Hlgy1604dxk)。
作者单位E-mail
屠一敏 上海市杨浦区精神卫生中心 xiali666999@163.com 
李 霞 上海市杨浦区精神卫生中心 xiali666999@163.com 
曹新妹 上海市精神卫生中心  
朱晓洁 上海市杨浦区精神卫生中心  
徐文静 上海市杨浦区精神卫生中心  
张 丽 上海市杨浦区精神卫生中心  
奚士君 上海市杨浦区精神卫生中心  
倪 琳 上海市杨浦区精神卫生中心  
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中文摘要:
      摘要:目的 探索对精神分裂症患者家属同步实施精神疾病专业知识教育对改善患者治疗依从性的效果。 方法 将2015年3月—2016年8月在上海市杨浦区精神卫生中心住院的精神分裂症患者及其家属为研究对象,随机分为观察组和对照组各48例,对照组给予常规宣教,观察组在此基础上对患者家属给予每周1次、持续6个月的疾病知识教育,比较两组患者家属入组时、入组后3个月和6个月时精神疾病相关知识水平,以及患者入组时、入组后3个月和6个月时的治疗依从性情况。结果 2组家属在教育前、教育3个月时精神疾病相关知识平均回答正确率相比较无统计学意义(P =0.53;P =0.14),教育6个月时观察组显著高于对照组(P =0.04)。2组患者治疗依从性比较显示,患者在教育前、教育3个月时治疗依从性差异无统计学意义(P =0.59; P =0.16),在教育6个月时,观察组患者治疗依从性显著高于对照组(P =0.02)。结论 对患者家属同步实施疾病专业知识教育有助于提高精神分裂症患者家属的精神疾病知识水平,进而可有效提高患者的治疗依从性。
英文摘要:
      Abstract:Objective To investigate the effects of synchronous teaching the professional knowledge of mental illness to the relatives of schizophrenics on improving medication compliance of the schizophrenics. Methods Take forty-eight relatives of schizophrenics who received the synchronous mental illness education as the research group and take forty-eight relatives of schizophrenics who just received the routine health education as the control group, use a self-designed questionnaire to investigate and compare their knowledge of mental illness, before the education and 3, 6 months after the education. Meanwhile, the two groups of schizophrenics corresponding to the two groups of relatives were investigated and compared with respect to their medication compliance. Results For both groups of relatives, before the education and after three-month education, the average accuracies of their answers of the mental illness questionnaire of the two groups were not statistically significant different from each other(P =0.53; P =0.14). After six-month education, the average accuracies of the research group was significantly higher than that of the control group(P =0.04). For the two groups of schizophrenics, before their relatives received the education and three months after their relatives received the education, the medication compliance of the two groups were not significantly different(P =0.59; P =0.16). Six months after their relatives received the education, the medication compliance of the research group was significantly higher than that of the control group(P =0.02). Conclusion Synchronous teaching the professional knowledge of mental illness to the relatives of schizophrenics could significantly improve their knowledge about the mental illness and thus improves the medication compliance of the schizophrenics effectively.
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