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目的探讨早期干预对提高早产儿生存质量的作用。方法对128例早产儿采用医务人员和家长相结合的摸式,按照鲍秀兰教授主编的0~3岁教育大纲进行早期干预(教育),设为干预组;90例出院后家长拒绝干预的早产儿设为对照组。对两组患儿定期随访,进行体格发育检查和应用Gesell婴幼儿发育量表测试发育商(DQ)。对脑损害较重的患儿给予新生儿期后的继续治疗。对两组早产儿随访结果进行对比分析。结果干预组一周岁半时,除一例伤残儿外,体重、身长、头围均达正常,而对照组有17例体重或身长低于正常(P<0·01);干预组各个能区的DQ均高于对照组(P均<0·01),一周岁半时平均总DQ(103·1±10·3)明显高于对照组的(88·7±10·7),差异有统计学意义(t=9·61,P<0·01),干预组总DQ<70仅1例(1/128,0·78%),而对照组有6例(6/90,6·67%),差异有统计学意义(χ2=5·9,P<0·05);干预组脑瘫发生率0·78%(1/128),低于对照组的3·33%(3/90)。差异有统计学意义(χ2=7·75,P<0·01)。结论医务人员和家长密切配合,对早产儿早期干预(教育),可促进体格和智能发育,减少伤残,提高生存质量。
Objective To explore the effect of early intervention on improving the quality of life in preterm infants. Methods A total of 128 premature infants were treated with the combination of medical staff and their parents. Early intervention (education) was conducted according to the 0 ~ 3 year old syllabus edited by Professor Bao Xiulan. The 90 preterm infants Set as control group. Regular follow-up was performed on both groups of children, physical examination and Gesell’s Infant Development Scale Test Developer (DQ). For children with severe brain damage given neonatal follow-up treatment. The results of follow-up of two groups of preterm children were compared. Results At the age of one and a half, the weight, length and head circumference of the intervention group were all normal except for one disabled child, while the control group had 17 cases of weight or length less than normal (P <0.01) (P <0.01). The mean total DQ (103 · 1 ± 10 · 3) in the first half year old was significantly higher than that in the control group (88 · 7 ± 10 · 7), the difference was (T = 9.61, P <0.01). There were only 1 case (1/128, 0.78%) in the intervention group and 6 cases in the control group (6/90, 6 · 67%), the difference was statistically significant (χ2 = 5.9, P <0.05); The incidence of cerebral palsy in intervention group was 0.78% (1/128), which was lower than that in control group (3.33% 90). The difference was statistically significant (χ2 = 7.75, P <0.01). Conclusion Medical staff and parents cooperate closely. Early intervention (education) for premature infants can promote physical and mental development, reduce disability and improve quality of life.