健康教育指导对糖尿病患者遵医行为和疗效的影响探析

Analysis of the Effect of Health Education on the Compliance of Patients with Diabetes and Curative Effect

目的研究并分析健康教育对糖尿病患者遵医行为与临床疗效的影响。方法该院2013年6月—2014年12月期间共收治糖尿病患者220例,随机分组,两组患者均运用常规方式进行治疗,观察组患者进行健康教育指导,即相关知识讲解、宣传资料发放、与病情观察相结合等。治疗完成后,对比两组患者的遵医行为和血糖变化情况。结果观察组患者的遵医行为方面明显优于对照组患者,差异有统计学意义(P<0.05);观察组患者的血糖改善情况明显优于对照组患者,观察组患者的空腹血糖为(6.04±1.45)mmol/L,餐后2 h血糖为(8.82±1.49)mmol/L,对照组患者的空腹血糖为(6.29±1.69)mmol/L,餐后2 h血糖为(12.67±1.58)mmol/L,二者之间的差异有统计学意义(P<0.05)。结论健康教育对糖尿病患者的遵医行为和临床疗效有直接影响,科学、合理的健康教育可更好的确保糖尿病患者的遵医行为,提高临床疗效,值得推广。

Objective To study and analyze health education for diabetes patients according to the medical behavior and the effect of clinical curative effect. Methods Our hospital during June 2013-December 2014 a total of 220 patients with diabetes treated, randomized, two groups of patients are treated by using conventional method, the observation group of patients health education guidance, namely knowledge interpretation, distribution of promotional materials, combined with observation, etc. After completion of treatment, compared two groups of patients according to the medical behavior and blood sugar changes. Results The observation group of patients according to the medical behavior is better than that in control group patients, with significant difference （P〈0.05）;Group of patients with blood sugar was observed obviously better than the control group patients, observation group of patients with fasting glucose was（6.04±1.45）mmol/L, blood sugar 2 hours after meal was（6.29±1.69）mmol/L, fasting blood glucose in the con-trol group patients was（6.29±1.69）mmol/L, blood sugar 2 hours after meal is（12.67±1.58）mmol/L, with a significant difference be-tween the two （P〈0.05）. Conclusion Health education for patients with diabetes as directed by the medical behavior and the clini-cal curative effect has a direct effect, scientific and reasonable health education can better ensure that diabetic patients according to the medical behavior, improve the clinical curative effect, is worth promoting.