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目的对女性压力性尿失禁患者进行健康教育,探讨健康教育对女性压力性尿失禁的干预效果。方法选择2011年6月-2014年6月杭州市中医院健康体检发现的压力性尿失禁患者120例作为研究对象,将其随机分为实验组和对照组,干预组进行压力性尿失禁知识的健康教育,对照组不做处理,观察两组压力性尿失禁患者干预前后压力性尿失禁知识评分情况、干预前后健康信念知识评分情况、预前后就诊情况。结果实验组干预后压力性尿失禁知识评分明显高于对照组干预后(P<0.05),实验组干预后压力性尿失禁知识评分明显高于干预前(P<0.05),对照组压力性尿失禁患者干预前后压力性尿失禁知识评分没有差异(P>0.05)。实验组和对照组压力性尿失禁患者干预前健康信念总分、罹患性认知、严重性认知、障碍性认知和利益性认知评分方面比较没有差异(P>0.05),实验组干预后健康信念总分、罹患性认知、严重性认知和利益性认知评分明显高于对照组干预后(P<0.05),障碍性认知评分低于对照组干预后(P<0.05),实验组干预后健康信念总分、罹患性认知、严重性认知和利益性认知评分明显高于干预前(P<0.05),障碍性认知评分低于干预前(P<0.05),对照组压力性尿失禁患者干预前后健康信念评分无明显变化(P>0.05)。实验组干预后就诊率明显高于对照组干预后(P<0.05),实验组干预后就诊率明显高于干预前(P<0.05),对照组压力性尿失禁患者干预前后就诊率无明显变化(P>0.05)。结论健康教育能够提高压力性尿失禁患者的压力性尿失禁知识评分和健康信念评分,能够提高压力性尿失禁患者的就诊率。
Objective To carry out health education on female stress urinary incontinence and to explore the intervention effect of health education on female stress urinary incontinence. Methods A total of 120 stress urinary incontinence patients from Hangzhou National Hospital of Chinese Medicine from June 2011 to June 2014 were selected as study subjects and randomly divided into experimental group and control group. Stress urinary incontinence knowledge Health education, the control group did not deal with stress urinary incontinence patients before and after treatment of stress urinary incontinence score, before and after intervention in health and belief knowledge scores, pre-and post-treatment situation. Results The scores of stress urinary incontinence after intervention in experimental group were significantly higher than those in control group after intervention (P <0.05). The scores of stress urinary incontinence in experimental group were significantly higher than those before intervention (P <0.05) There was no difference in knowledge of stress urinary incontinence between incontinent patients before and after intervention (P> 0.05). There was no significant difference in scores of cognitive scores, cognitive impairment, cognitive impairment, cognitive impairment and cognitive impairment before stress in patients with stress urinary incontinence in experimental group and control group (P> 0.05) The scores of cognitive scores, cognitive cognition, severity of cognition and benefits after the treatment were significantly higher than those of the control group (P <0.05), and the cognitive impairment score was lower than that of the control group (P <0.05) (P <0.05). The score of cognitive impairment was lower in intervention group than in before intervention (P <0.05) There was no significant difference in scores of health belief before and after intervention in stress urinary incontinence patients (P> 0.05). The intervention rate after intervention in the experimental group was significantly higher than that in the control group (P <0.05), and the intervention rate after the intervention in the experimental group was significantly higher than that before the intervention (P <0.05). There was no significant difference in the preoperative and post-intervention rates between the control group and the stress urinary incontinence group (P> 0.05). Conclusion Health education can improve stress urinary incontinence knowledge scores and health belief scores in patients with stress urinary incontinence, which can improve the visiting rate of stress urinary incontinence patients.