跨学科健康教育模式在全髋关节置换术术后康复的应用

Application of interdisciplinary health education model in patients with total hip arthroplasty

目的探讨跨学科健康教育模式在全髋关节置换术病人中的效果。方法将我科收治的符合标准的行全髋关节置换术的186例病人根据入院时间先后分组:2015年1~5月入院的95例病人纳入常规组,采用常规的健康教育方法进行护理;2015年6~10月入院的91例病人纳入跨学科组,在常规组的基础上采用跨学科健康教育模式进行护理,建立跨学科小组,进行全面评估,并制定病人教育的目标及内容,根据评估的情况采用不同的健康教育方法对病人进行教育,后期根据病人健康教育接受效果情况进行反馈。评价病人的满意度,并比较病人住院时间、住院费用和术后髋关节恢复情况。结果跨学科组比常规组的住院时间缩短、住院费用降低、病人满意度提高,且术后1个月髋关节功能Harris评分优于常规组,差异均有统计学意义(均P<0.05)。结论跨学科健康教育模式能规范并提高病人健康教育的状况,改善了病人对疾病及健康状况的认知水平,促进了病人的身心康复。

Objective To explore the efficacy of interdisciplinary health education model used inpatients with total hip arthroplasty. Methods One hundred and eighty-six patients who underwent thestandard total hip arthroplasty were divided into two groups according to their admission time: 95 cases of thecontrol group, treated during January to May in 2015, were subjected to the nursing care using conventionalsingle health education method; 91 cases of the intervention group, treated during June to October in 2015, weregiven nursing care using interdisciplinary health education model: establishing interdisciplinary team forcomprehensive assessment, setting the goals and content of patients' education, and educating patients usingdifferent health education methods according to the assessment, and giving the follow-up feedback of patients'health education acceptance later. The patients' satisfaction was evaluated, and hospitalization time, cost andpostoperative hip recovery situation were compared. Results The hospitalization time was significantlyshortened, hospitalization cost was significantly reduced, and patients' satisfaction and Harris score(the jointfunction one month after surgery) were significantly imporved in the intervention group than in the control group(all P<0.05). Conclusion The interdisciplinary health education model could improve and standardize theeffectiveness of health education, improve the patient's awareness of the disease and health status, and promotethe recovery physically and mentally.