同伴教育对伴有情绪障碍的2型糖尿病患者的影响

Effect of peer education in diabetic patients with emotional disorders

目的分析同伴教育对伴有情绪障碍的2型糖尿病患者的影响。方法通过情绪障碍评定量表筛选伴有情绪障碍的2型糖尿病患者62例;把入组患者随机分成常规组和同伴组各31例;同时招募同伴教育者31名,为同伴组提供一帮一同伴教育。两组患者都接受常规糖尿病教育。经过6个月干预后,比较两组患者的生化指标、自我管理能力及情绪状态的变化。结果同伴组与常规组在糖化血红蛋白[(7.57±0.61)%vs(8.15±0.60)%]、收缩压[(131±12.7)mmHgvs(138±14.2)mmHg]、自我管理能力[(92.9±9.0)vs(85.9±10.3)]、情绪状态等方面比较差异均具有统计学意义(P<0.05);在血脂、舒张压、体重指数等方面的差异无统计学意义(P>0.05)。结论同伴教育可有效改善伴有情绪障碍的2型糖尿病患者的代谢指标及心理状态。

Objective To analyze the impact of peer education in type 2 diabetic patients with emotional disorders. Methods Sixty-two type 2 diabetic outpatients with emotional disorders were screened through psychological scales. They were divided into routine group and peer group. Peer education providers （31 cases） were enrolled to offer peer education to peer group. The two groups were provided with routine diabetic education. Metabolism index, self-management ability and emotional status were compared after 6 months of intervention. Results There were sig-nificantly different between peer group and routine group in glycosylated hemoglobin （7.57 ± 0.61）% vs （8.15 ± 0.60） %, systolic blood pressure （131±12.7） mmHg vs （138±14.2） mmHg, self-management skills （92.9±9.0） vs （85.9±10.3）, and emotional state （P0.05）. No statistically significant difference was found in Cholesterol, Triglycer-ides, diastolic blood pressure, body mass index （P0.05）. Conclusion The model of peer education can improve me-tabolism index, self-management and mental state in type 2 diabetic patients with emotional disorders.