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目的评价针对慢性病患儿及其父母的教育干预措施的效果,为临床建立系统的针对慢性病患儿及其父母的教育干预项目提供依据。方法 50名慢性病患儿和75名慢性病患儿父母为研究对象。干预组为2007年8月至2008年1月住院的患儿及其父母,对照组为2007年2月～7月住院的患儿及其父母。患儿入院2d后开始教育干预,内容包括疾病知识、自我管理、用药知识和应对技巧等。在患儿出院前1天、出院后3个月时评价两组患儿及患儿父母的知识水平、应激源、应对方式、心理状态及服药依从性。结果教育干预后,干预组患儿父母及患儿的知识问卷得分均高于对照组(P<0.01),应激源数均低于对照组(P<0.01,P<0.05);干预组患儿父母“通过咨询和交流获取信息”的积极应对方式的使用频率高于对照组(P<0.05);但两组患儿用药依从性差异无统计学意义(P>0.05)。结论教育干预可以提高慢性病患儿及父母疾病知识水平,减少患儿及父母的应激源数,使父母更多地采用积极的应对方式,但对改善患儿及父母的焦虑、抑郁状态无明显作用。
Objective To evaluate the effect of educational interventions on children with chronic diseases and their parents to provide a basis for establishing a systematic education intervention program targeting children with chronic diseases and their parents. Methods Fifty children with chronic diseases and 75 children with chronic diseases were selected as study subjects. The intervention group was children hospitalized from August 2007 to January 2008 and their parents, and the control group was the children hospitalized from February 2007 to July 2007 with their parents. Children admitted to hospital 2d after the start of educational interventions, including disease knowledge, self-management, medication knowledge and coping skills. The level of knowledge, stressor, coping style, psychological status and medication compliance of two groups of children and their parents were evaluated at 1 day before discharge and 3 months after discharge. Results After education intervention, scores of knowledge questionnaire of parents and children in the intervention group were higher than those in the control group (P <0.01), and the number of stressors in the intervention group was lower than that in the control group (P <0.01, P <0.05) The active coping style of parents “getting information through counseling and communication” was higher than that of control group (P <0.05). However, there was no significant difference in medication adherence between the two groups (P> 0.05). Conclusions Educational intervention can improve the knowledge of children and parents with chronic diseases, reduce the number of stressors in children and parents, and make parents adopt more positive coping styles. However, there is no obvious effect on improving anxiety and depression in children and their parents effect.