入院宣教方式对重症监护治疗患者配偶焦虑抑郁与满意度的影响

Effect of admission education way on anxiety depression and satisfaction of intensive care unit patients′ spouses

目的:探讨入院宣教方式对重症监护治疗患者配偶焦虑抑郁与满意度的影响。方法:选择2010年10～12月重症监护治疗患者配偶60名为对照组,采用常规方式进行入院宣教;另选2011年1～3月重症监护治疗患者配偶60名为观察组,采用联合方式进行入院宣教。2组在入院24 h内及72 h后均给予相同的Zung自评焦虑量表及Zung自评抑郁量表进行问卷调查,且在72 h后进行满意度调查,比较2组结果。结果:入院宣教前,2组患者配偶焦虑抑郁评分及焦虑抑郁发生率均无统计学意义(P>0.05),但均高于国内常模(P<0.01);入院宣教后,观察组焦虑抑郁评分及抑郁发生率明显低于对照组(P<0.01),而满意度明显高于对照组(P<0.01)。结论:采取联合方式入院宣教可以降低重症监护治疗患者配偶的焦虑抑郁程度和抑郁发生率,并提高满意度。

Objective：To explore the effect of admission education way on anxiety depression and satisfaction of intensive care unit （ICU） patients＇ spouses. Methods：Sixty patients＇ spouses who came from ICU （from October 2010 to December 2010） were as control group, common practice admission education way was adopted. Another 60 patients＇ spouses who came from ICU （from January 2011 to March 2011 ） were as experimental group, associative admission education way was adopted. Within 24 hour and after 72 hour, the same questionnaire（self-rating anxiety scale and self-rating depression scale of Zung） was used, and after 72 hour, the questionnaire to investigate satisfaction was used, the results in two groups were compared. Results：Before taking admission education, both the anxiety depression score and the incidence of anxiety depression in the two groups were not statistically significant（P 〉 0.05） ,but both higher than national standard（P 〈 0.01 ）. After taking admission education, the anxiety depression score and the incidence of depression in experimental group was lower than those in control group（ P 〈 0.01 ）, but the degree of satisfaction was higher than that in control group （P 〈0.01 ）. Conclusions： Associative admission education may reduce anxiety depression and reduce the incidence of depression, moreover increase the degree of satisfaction of ICU patients＇ spouses.