同伴教育在卒中后并存抑郁情绪的肢体功能障碍患者康复中的应用研究

Effects of Peer Education on Rehabilitation of Depression Patients with Limb Dysfunction after Stroke

目的:观察同伴教育在卒中后并存抑郁情绪的肢体功能障碍患者康复中的应用效果。方法:卒中后并存抑郁情绪的肢体功能障碍患者114例随机分为常规组和教育组,各57例。常规组接受常规康复训练与心理护理,教育组加入同伴教育;于干预前后比较2组汉密尔顿抑郁量表(HAMD)、抑郁自评量表(SDS)评分、Barthel指数(BI)、Fugl-Meyer积分及依从性。结果:干预前,2组HAMD、SDS评分,BI和Fugl-Meyer积分差异无统计学意义(P>0.05);干预后,教育组HAMD及SDS评分均低于常规组(P<0.05),Fugl-Meyer积分、BI及各项治疗方案的依从性均高于常规组(P<0.05)。结论:同伴教育法有助于提高卒中后并存抑郁情绪的肢体功能障碍患者的康复依从性及效果。

Objective： To investigate the effect of peer education on rehabilitation of depression patients with limb dysfunction after stroke. Methods： One hundred and fourteen depression patients with limb dysfunction af- ter stroke were randomly divided into control group and experimental group with 57 cases in each group. Cases in the control group received conventional rehabilitation training and mental nursing whereas cases in the experimental group received peer education in addition to routine rehabilitation training and mental nursing. The scores of Hamilton depression scale （HAMD）, self-rating depression scale （SDS）, barthel index （BI）, Fugl-Meyer and compliance of the two groups were compared before and after treatment. Results： Before treatment, the scores of HAMD, SDS, BI and Fugl-Meyer between the two groups show no significant differences （P〉0.05）. However, after treatment, the scores of HAMD and SDS of experimental group were significantly lower and BI, Fugl-Meyer and compliance were higher than those in the control group （P〈0.05）. Conclusion： The peer education can improve the compliance and rehabilitation of depression patients with limb dysfunction after stroke.