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目的:探讨互动式自我管理教育模式在门诊2型糖尿病患者自我管理行为中的应用效果。方法:采用便利抽样法，选取2018年3月—2019年3月于长治医学院附属和平医院门诊治疗的98例2型糖尿病患者为研究对象，通过抽签法随机分为对照组和观察组，每组49例。在给予降血糖及基础疾病治疗的基础上，对照组采用常规自我管理教育模式，观察组采用互动式自我管理教育模式。比较两组患者干预前后糖尿病自我管理活动问卷（SDSCA）得分、空腹血糖（FBG）、餐后2 h血糖（2 hPBG）、糖化血红蛋白（HbA1c）及干预后依从性以了解患者的自我管理行为、血糖控制情况及依从性。结果:干预后，除吸烟维度外，观察组患者SDSCA各维度得分均高于对照组，差异有统计学意义（n P<0.05）。干预后，观察组患者FBG为（5.11±0.62）mmol/L，2 hPBG为（6.83±0.59）mmol/L，HbA1c为（4.62±0.34）%，低于对照组的（7.28±0.73）mmol/L、（8.41±0.72）mmol/L、（7.23±0.35）%，差异均有统计学意义（n t值分别为15.860、11.881、37.442；n P<0.05）。干预后两组患者的依从性比较，差异有统计学意义（n Z=7.170，n P<0.05）。n 结论:基于互动式自我管理教育模式可提高2型糖尿病患者的自我管理行为能力，有效控制患者血糖水平，值得临床推广。“,”Objective:To explore the effect of interactive self-management education model in the self-management behavior of outpatients with type 2 diabetes (T2DM) .Methods:Convenience sampling method was used to select 98 patients with T2DM who were treated in the Outpatient Department of Heping Hospital Affiliated to Changzhi Medical College from March 2018 to March 2019 as the research objects. Patients were randomly divided into control group and observation group by lottery, with 49 cases in each group. On the basis of hypoglycemic and basic disease treatment, control group carried out the conventional self-management education model, and observation group implemented the interactive self-management education model. We compared the score of Summary of Diabetes Self-Care Activities (SDSCA) , fasting blood glucose (FBG) , 2-hour postprandial blood glucose (2 hPBG) , glycosylated hemoglobin (HbA1c) between the two groups of patients before and after intervention, as well as compliance after intervention to understand the self-management behavior, blood glucose control and compliance of patients.Results:After intervention, except for the smoking dimension, the scores of all dimensions of SDSCA in observation group were higher than those of control group, and the differences were statistically significant (n P<0.05) . After intervention, FBG, 2 hPBG and HbA1c of observation group were (5.11±0.62) mmol/L, (6.83±0.59) mmol/L and (4.62±0.34) % respectively, which were lower than those of control group [ (7.28±0.73) mmol/L, (8.41±0.72) mmol/L, (7.23±0.35) %], the differences were statistically significant (n t=15.860, 11.881, 37.442; n P<0.05) . After intervention, there was a statistically significant difference in the compliance of the two groups of patients (n Z=7.170, n P<0.05) .n Conclusions:The interactive self-management education model can improve the self-management ability of patients with T2DM and effectively control the blood glucose of patients, which is worthy of clinical promotion.