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目的探讨健康教育路径对老年外科手术患者自我护理能力提升的干预效果,为临床开展有效的健康教育提供科学依据。方法选择2014年6—12月在成都军区总医院住院治疗的老年外科手术患者200例,采用随机数字表法将患者分为干预组和对照组,分别接受健康教育路径和常规健康教育,在干预前和干预3个月后采用《自我护理能力测定量表》对全部患者的自我护理能力进行综合评价。结果健康教育路径组与常规健康教育组患者在基本人口学特征上均无差异性(均P>0.05)。干预前健康教育路径组与常规健康教育组患者在自我护理能力总分及各个维度上得分之间均无统计学差异(均P>0.05);干预前有92例患者(47.92%)的自我护理能力被评为高水平,有100人(52.08%)被评为中水平,干预组和对照组在自我护理能力分级水平上差异无统计学意义(P>0.05)。健康教育路径组患者干预后的自我护理能力总分及各维度得分均高于干预前,差异有统计学意义(均P<0.05);而常规健康教育组患者在干预前后的自我护理能力总分及各维度得分之间未见明显改变,差异无统计学意义(均P>0.05)。协方差分析发现,患者干预前后自我护理能力得分的单独效应差异有统计学意义(P<0.05)。结论健康教育路径相对于常规健康教育更有利于提高患者的自我护理能力。
Objective To explore the effect of health education on the improvement of self-care ability of senile surgical patients, and to provide a scientific basis for clinical effective health education. Methods A total of 200 elderly patients admitted to Chengdu General Hospital of Military Command from June to December 2014 were selected. Patients were divided into intervention group and control group by random number table, and received health education and routine health education respectively. Three months before and after intervention, the “self-care ability measurement scale” was used to evaluate the comprehensive self-care ability of all patients. Results There was no difference in the basic demographic characteristics between the health education pathway group and the routine health education group (all P> 0.05). Before intervention, there was no significant difference between self-care ability scores and all dimensions of health education route group and routine health education group (all P> 0.05); 92 patients (47.92%) self-care before intervention (52.08%) were rated as medium level. There was no significant difference in the level of self-care ability between intervention group and control group (P> 0.05). The self-care ability scores and scores of all dimensions after intervention in pathways of health education were all higher than those before intervention (all P <0.05), while the score of self-care ability of patients in routine health education before and after intervention There was no significant difference between the scores of all dimensions (P> 0.05). Covariance analysis showed that there was significant difference in the individual effect of self-care ability scores before and after the intervention (P <0.05). Conclusion The path of health education is more conducive to improve patient self-care ability than routine health education.