心脏康复微课程健康教育对冠心病患者疾病认知的影响

Effect of cardiac rehabilitation health education micro-lecture on disease cognition in patients with coronary heart disease

目的:探索心脏康复微课程健康教育对冠心病患者疾病认知的影响。方法:设计冠心病患者心脏康复微课程,采用随机对照试验,将中南大学湘雅二医院心血管内科住院的冠心病患者100名,按照随机数字表法分为实验组和干预组。对照组给予心脏康复口头宣教;干预组给予微课程健康教育。两组住院48 h内和出院3个月时完成一般资料问卷和冠心病疾病认知量表,比较两组疾病认知差异。结果:两组一般资料和疾病认知基线数据比较,差异无统计学意义(P>0.05);在不同干预方法对疾病认知的影响中,除病程维度无差异外,其他各维度得分差异均有统计学意义(均P<0.05)。不同时间,患者对疾病认知的病程维度、后果维度、情绪特征维度及疾病一致性维度得分不同。其中病程维度、后果维度、情绪特征维度、治疗控制维度、疾病一致性维度时间和干预存在交互作用。结论:心脏康复微课程能促进患者对疾病的积极认知,降低消极认知,值得在临床推广应用。

Objectives： To explore effects of micro-lecture of cardiac rehabilitation health education on disease cognition in patients with coronary heart disease（CHD）. Methods： We designed cardiac rehabilitation health education micro-lecture. It was a randomized controlled trial（RCT）. One hundred CHD patients were randomly divided into a control group and an intervention group according to the random number table. The control group were educated in a regular way of health education while the intervention group were educated by the micro-lecture. Both groups completed general demographic information and disease cognition questionnaire in 48 hours after hospitalization and 3 months after discharge respectively. Results： There was no significant difference in general information and disease cognition between the intervention group and the control group at baseline（P〈0.05）. Different intervention method had different influence on all dimensions of disease cognition except the disease course dimension（P〈0.05）. The score of disease cognition in disease course dimension, consequences dimension, emotional characteristics dimension and disease consistency dimension were different at different time. Furthermore, there was an interaction between the time and intervention method on disease course dimension, consequences dimension, emotional characteristics dimension, treatment control dimension and disease consistency dimension. Conclusion： The heart rehabilitation micro-lecture can help patients gain positive cognition and reduce negative cognition to the disease.