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住院患儿主观生活质量调查及影响因素分析 被引量:1

Investigation and analysis of the subjective life quality of hospitalized children
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摘要 目的调查儿科住院患儿主观生活质量,分析其影响因素,为提高其生活质量提供参考依据。方法采用便利抽样的方法,对某医院2011年5-8月就诊的48例住院患儿应用儿少主观生活质量问卷(ISLQ)进行调查,并对结果进行分析。结果本组患儿家庭生活维度的得分高于全国常模。不超过30%的患儿对家庭生活等8个维度的满意度在一般水平以下,16例患儿占33.3%认知成分及11例患儿占22.9%的情感成分满意度在一般水平以下。15例患儿占31.3%对主观生活质量不满意。女性患儿的同伴交往、躯体情感、主观生活质量得分高于男性患儿,差异有统计学意义;农村患儿对抑郁体验得分低于城市患儿,差异有统计学意义。结论绝大多数的住院患儿主观生活质量处在一般水平,部分患儿存在较严重的焦虑、抑郁等负性心理情感。护理人员在对患儿进行护理的过程中应针对影响患儿主观生活质量的原因进行积极引导,同时应考虑到患儿性别、居住地等因素的影响。 Objective To investigate the subjective life quality of hospitalized children and analyze its influencing factors for improving their life quality. Methods 48 hospitalized children who were ad- mitted between May to August 2011 were investigated in convenience using inventory of subjective life quality (ISLQ). Results Patients investigated had a higher score than the national norm on Family Life Dimension. The satisfaction level of 20% - 30% children were below the average on Family Life and other eight dimen- sions, the cognitive components of 16 cases (33.3%) and emotional component of 11 cases (22.9%) were be- low the average. 15 cases (31.3%) were not satisfied with their subjective quality of life. Female patients had higher scores than male patients on peer exchanges, body feelings and subjective quality of life satisfaction; the satisfaction level of experience depression for rural children was lower than urban children. Conclusions The subjective life quality of vast majority of hospitalized children is about the general level, but some patients still experience serious anxiety, depression and other negative psychological emotion. Nurses should guide the pa- tients positively and specially, considering the influence of their gender and living places while providing caring. Based on the health education of patients and their family, we promote them to face the disease.
出处 《中国实用护理杂志》 北大核心 2013年第2期58-60,共3页 Chinese Journal of Practical Nursing
关键词 住院患儿 主观生活质量 认知 情感 Hospitalized children Subjective life quality Cognitive Emotional
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参考文献5

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