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目的探究引导式教育在小儿脑瘫康复护理干预中的应用效果。方法 90例小儿脑瘫患儿纳入研究,以数学领域的盲选法作为标准将本组患儿分为对照组与观察组,每组45例。对照组给予常规护理干预,观察组给予引导式教育。护理干预1年后,对比两组患儿综合功能评分。结果护理干预后,对照组的认知功能评分为(10.50±2.98)分,语言功能评分为(11.21±3.57)分,运动功能评分为(11.24±3.02)分,自理动作评分为(7.13±0.87)分,社会适应能力评分为(10.20±2.17)分,均低于观察组的(13.67±3.42)、(14.25±4.13)、(13.02±2.35)、(10.64±1.15)、(14.27±2.20)分,差异均具有统计学意义(P<0.05)。结论在小儿脑瘫康复护理干预中,应用引导式教育理念,可有效促进患儿各项功能的提升,值得采纳应用。
Objective To explore the application of guided education in children’s cerebral palsy rehabilitation nursing intervention. Methods Ninety children with cerebral palsy were enrolled in this study. The children in this group were divided into control group and observation group with 45 cases in each group. The control group was given routine nursing intervention, and the observation group was guided education. One year after nursing intervention, the comprehensive functional scores of children in two groups were compared. Results After nursing intervention, the score of cognitive function in the control group was (10.50 ± 2.98), the score of language function was (11.21 ± 3.57), the score of motor function was (11.24 ± 3.02) and the score of self-care was (7.13 ± 0.87 ), And the score of social adaptability was (10.20 ± 2.17) points lower than that of the observation group (13.67 ± 3.42), (14.25 ± 4.13), (13.02 ± 2.35), (10.64 ± 1.15) and (14.27 ± 2.20) Points, differences were statistically significant (P <0.05). Conclusions In the intervention of pediatric cerebral palsy rehabilitation nursing, the application of the guiding educational concept can effectively promote the improvement of various functions of children and is worthy of application.