多学科认知干预在老年2型糖尿病合并轻度认知障碍患者中的应用

Application of Multidisciplinary Cognitive Intervention in treating Type 2 Diabetes Mellitus Patients with Mild Cognitive Impairment

目的观察多学科认知干预对老年2型糖尿病合并轻度认知障碍患者认知功能及血糖指标改善的效果。方法便利抽样选择2015年1月至2016年6月入住我院老年科的2型糖尿病合并轻度认知障碍患者80例,并随机分为对照组和观察组,对照组采用常规认知干预,观察组采用多学科认知干预。结果对照组与观察组患者认知功能、餐后2h血糖及血红蛋白得分在干预前和干预后1个月差异无统计学意义(P>0.05);干预3个月和干预6个月时差异有统计学意义(均P<0.05);而两组患者日常生活能力得分在干预前差异无统计学意义(P>0.05),干预后1个月、3个月及6个月均有统计学意义(均P<0.05)。两组患者各项指标的时间效应、分组效应以及时间和分组的交互作用均具有统计学意义(均P<0.05)。结论多学科认知干预及常规认知干预对2型糖尿病合并轻度认知障碍患者的认知功能及血糖均具有一定的改善作用,但前者效果更为显著。

Objective To investigate the effect of multidisciplinary cognitive intervention in treating type 2 diabetes mellitus patients with mild cognitive impairment.Methods By convenience sampling,80 patients with type 2 diabetes mellitus and mild cognitive impairment admitted to geriatric ward of our hospital from January 2015 to June 2016 were selected and randomly divided into control group and observation group.The control group received routine cognitive intervention,while the observation group received multidisciplinary cognitive intervention.Results No statistical significance of cognitive function,2 hpostprandial blood sugar and hemoglobin score was found between before intervention and 1 month after intervention（P〉0.05）,however statistical significances were found between before intervention and 3 and 6 months after intervention（all P 〈0.05）.There was no statistically significant difference of daily living score between two groups before intervention（P〉0.05）,while statistical significances were found in 1 month,3 months and 6 months after intervention（all P〈0.05）.In addition,The time effect,group effect and their interaction of all indexes were all statistically significant in both groups（all P〈0.05）.Conclusions The cognitive function and blood glucose level of type 2 diabetes mellitus patients with mild cognitive impairment could be improved by both multidisciplinary cognitive intervention and conventional cognitive intervention,and with the better effect multidisciplinary cognitive intervention.