同伴教育在肝癌介入术患者中的应用

Application of Peer Education in Patients with Liver Cancer Intervention

目的:探讨同伴教育在肝癌介入术患者中的应用效果。方法:将80例首次接受肝癌介入术的患者随机分为干预组和对照组各40例,其中干预组研究过程中失访2例。两组均接受常规肝癌围术期护理,干预组在此基础上接受同伴教育。采用焦虑自评量表(SAS)和自我护理能力测定量表(ESCA)评价两组干预效果。结果:干预组患者出院时、出院1个月时SAS评分均低于入院时(P<0.05);干预组出院时自我护理能力及各维度评分均高于对照组(P<0.05)。结论:应用同伴教育可减轻肝癌介入术患者的焦虑情绪,提高患者自我护理能力。

Objective： To explore the effect of peer education in the patients with liver cancer intervention. Methods： A total of 80 patients who had been treated for the first time intervention were randomly divided into the intervention group and the control group（ 40 cases）,of which 2 cases were lost in the intervention group. The two groups were all received routine perioperative nursing for liver cancer,and the intervention group received peer education on the basis of this measure. The effects of two groups were evaluated by Self-rating Anxiety Scale（ SAS） and Exercise of Self-care Agency Scale（ ESCA）. Results： A the time of discharging and one month after the discharge,the SAS score in the intervention group was significantly lower than that at the time of being hospitalized（ P 〈0. 05）,and the self-care ability and the scores of all dimensions in the intervention group were higher than those in the control group（ P 〈0. 05）. The self-care ability and the scores of each dimension in the intervention group were significantly higher than those in the control group（ P 〈0. 05）. Conclusion： The application of peer education can reduce the anxiety of the patients with liver cancer intervention and improve the patient＇s selfcare ability.