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目的探讨不同的健康教育的方式对乳腺癌患者的焦虑以及应对方式的影响。方法将60例乳腺癌患者随机分为两组,每组30例。对照组使用常规的健康教育方式,试验组使用个体化的健康教育方式。在健康教育的前后采用一般情况调查表、Zung氏焦虑自评量表和医学应对方式问卷(MCMQ)对两组进行调查,并分析结果。结果入院当天两组患者的焦虑评分差异无统计学意义(P>0.05);术后1天、1周、出院当天试验组的焦虑评分低于对照组,差异有统计学意义(P<0.05);健康教育前两组患者应对方式面对因子、回避与屈服因子差异无统计学意义(P>0.05);健康教育后试验组面对因子得分高于对照组,回避、屈服因子得分低于对照组,差异有统计学意义(P<0.05)。结论个体化健康教育有助于降低乳腺癌患者的焦虑水平和采取积极的应对方式。
Objective To explore the effect of different ways of health education on the anxiety and coping style of breast cancer patients. Methods Sixty patients with breast cancer were randomly divided into two groups (n = 30 in each group). The control group used routine health education methods, and the experimental group used individualized health education methods. Before and after health education using the general situation questionnaire, Zung’s anxiety self-rating scale and the medical coping style questionnaire (MCMQ) to investigate the two groups and analyze the results. Results There was no significant difference in anxiety scores between the two groups on the day of admission (P> 0.05). The scores of anxiety in the experimental group on day 1 and week 1 after discharge were lower than those in the control group (P <0.05) (P> 0.05). After health education, the scores of the factors in the treatment group were higher than those in the control group, and the score of yield factor was lower than that of the control group Group, the difference was statistically significant (P <0.05). Conclusion Individualized health education can help reduce the level of anxiety in breast cancer patients and take a positive coping style.