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目的:探讨情境教学法在尿路造口患者自我护理教育中的应用价值。方法:选取我院80例尿路造口患者为研究对象,以随机数表抽取法分为常规组与干预组各40例,常规组患者给予常规造口知识健康教育指导,干预组在此基础上加用情景教学法对患者进行自我护理教育,随访6个月,对两组患者干预前和出院后自我护理技能和生活质量评分进行统计对比。结果:两组患者干预前各项评分无明显差异,P>0.05,干预后干预组自我护理能力和生活质量评分均明显高于常规组,P<0.05。结论:在尿路造口患者的临床护理过程中,给予情景教学法进行自我护理教育可有效提高患者自我护理能力,改善患者出院后生活质量。
Objective: To explore the value of situational teaching in self-care education of patients with urostomy. Methods: 80 cases of urinary stoma in our hospital were selected as the research object. Random number table extraction method was divided into routine group and intervention group of 40 cases. Conventional group patients were given general education of stoma knowledge health education. The intervention group was based on this On the basis of situational teaching, self-care education was conducted on the patients. After 6 months of follow-up, statistical comparison was made between the two groups before and after discharge of self-care skills and quality of life scores. Results: There was no significant difference between the two groups before intervention (P> 0.05). After intervention, the scores of self-care and quality of life in the intervention group were significantly higher than those in the conventional group (P <0.05). Conclusion: In the course of clinical nursing of patients with urinary stoma, giving self-care education based on situational teaching method can effectively improve self-care ability of patients and improve quality of life of patients after discharge.