系统理论教育在抑郁症患者中的应用研究

A application of system theory education in patients with depression

目的探讨系统理论教育在抑郁症患者中的应用。方法将100例抑郁症患者随机分为研究组和对照组各50例。两组患者在住院全程中均实施整体护理,对照组给予传统的健康教育,研究组实施系统理论教育。于入院时和出院时采用汉密顿抑郁量表评定抑郁症状,健康知识知晓量表、依从性调查问卷、护理工作满意度调查问卷分别测评患者对健康教育知识掌握的情况、对治疗的依从性和对护理工作满意度,并进行对比分析。结果汉密顿抑郁量表评分两组出院时均较入院时有显著下降(P均<0.01),但研究组较对照组下降更显著(P<0.01);两组出院时对健康知识的掌握、治疗依从性、护理服务工作的满意度均较入院时有显著提高(P均<0.01),但研究组较对照组提高更显著(P<0.01)。结论临床系统理论教育能显著提高患者健康教育效果和护理服务质量,缩短住院时间,降低抑郁症复发,减低医疗成本,对巩固疗效有积极意义。

Objective To explore the application of system theory education in patients with depression.Methods 100 patients with depression were randomly divided into research and control group（each n= 50）, all patients received holistic nursing in whole range of hospitalization, the control group was given traditionary health education and the research system theory education. On admission and dischargement, depressive symptoms were assessed with the Hamilton Depression Scale（HAMD） and measurements made for the prehension of health education knowledge, compliance, satisfaction to nursing service with the Questionnaire on Health Knowledge Understanding （QHKU）, Morisy Questionnaire on Compliance （MQC） and the Nurses＇ Job Satisfaction Scale（NJSS）. Results The HAMD scores of both groups were significantly lower on dischargement than on admission（both P〈0.01）, and those lowered more significantly in the research than in the control group（P〈0.01）; on dischargement, both groups notably improved in the prehension of health education knowledge, compliance, satisfaction to nursing service compared with admission（P〈0.01） and did more significantly in the research than in the control group（P〈0.01）. Conclusion Clinical system theory education can significantly improve the effectiveness of health education and nursing service quality, shorten the length of stay, reduce depression recurrence, lower medical costs and consolidate curative effect.