糖尿病前期及糖尿病病人营养及运动健康教育需求调查

Survey on Health Education Need of Nourishment and Sport of Prediabetes and Diabetes Patients

目的了解糖尿病前期病人及糖尿病病人对营养、运动健康教育需求,为病人实施个性化、全程、优质的健康教育模式提供理论依据。方法自行设计调查问卷,对12所医院626例糖尿病前期病人及糖尿病病人,进行健康教育需求调查,并分析年龄、医疗费用及文化程度对其健康教育需求的影响。结果 (1)病人最希望了解的糖尿病营养健康教育内容是饮食治疗的意义,其次是食物选择方法、营养素分配与餐次、食物交换份法、热量计算方法和食物血糖生成指数的概念(P=0.000)。(2)病人最希望了解的运动健康教育内容是运动疗法的意义,其次是运动疗法的注意事项、运动处方的内容(P=0.000)。(3)健康教育中有5项内容与文化程度相关(P<0.05),高学历病人需求明显(P<0.05)。该5项需求分别是:了解食物血糖生成指数的概念,了解食物选择方法,了解运动疗法的意义,了解运动处方的内容及了解运动疗法的注意事项。(4)营养健康教育需求中"了解食物选择方法"、运动健康教育需求中"了解运动疗法的意义"均与患病时间相关(P<0.05),患病时间短的病人需求更明显(P<0.05)。结论 (1)病人认为健康教育需求重要性排序是从易到难的,建议将容易理解的项目排在前面,而相对较难理解的排在后面;并对病人需要了解的重要术语及相关知识做出通俗的解释,如食物交换份法、食物血糖生成指数。(2)在教育前,护士充分评估病人的影响因素,重点评估文化程度、患病时间,以便有针对性地给予健康教育。

Objective to understand health education need of nourishment and sport for prediabetes and diabetes patients and to provide theoretical basis for the establishment of a personalized and quality health education model. Methods A self-designed questionnaire was applied to carry on a survey of heahh education need. Factors such as age, medical expense and educational background that exerted influences on health education need were analyzed. Results （1） The top factor patients want to understand in the aspect of nourishment was the meaning of diet therapy, followed as diet choices, nutrients distribution and meals, food exchange portion, calculation of calorie and glucose resultant index （P=0.000）. （2） The top factors patients want to understand in the aspect of sports were the meaning and instructions of sport therapy and sport prescription （P=0.000）. （3） Five items including glucose resultant index, diet choice, the meaning of sport therapy, sport prescription and instruction of sport therapy in health education were related with patients＇ educational background （P〈0.05）. And patients with higher education background need more education （P〈0.05）. （4） Diet choice and the meaning of sport therapy were related with patients＇ illness duration （P〈0.05）. The shorter the time was, the more need there was （P〈0.05）. Conclusion It is recommended that factors difficult to understand in health education need should be illustrated after explanation of factors which are easy to understand and essential terms should be offered more explanation. Factors exerting influence on patients such as educational background and illness duration should be evaluated before education.