同伴教育在社区糖尿病健康宣教中的应用

An evaluation of the role of‘peer education'in the practice of community diabetes health education

目的分析探讨同伴教育在社区糖尿病健康宣教中的应用价值。方法 656例糖尿病患者随机分为观察组和对照组各328例,2组患者均接受社区健康宣教,观察组在宣教过程中采用同伴教育;健康宣教持续18个月,健康宣教结束后继续随访12个月。分析比较两组患者在宣教6个月、18个月、24个月、30个月时的用药依从性、参与积极性、健康知识、自我护理能力。结果健康宣教6个月时,观察组患者的用药依从性、参与积极性、健康知识、自我护理能力等各项评分均高于对照组,差异有统计学意义(P<0.05);健康宣教18个月时,两组患者的用药依从性、参与积极性、健康知识、自我护理能力均显著提高,且观察组高于对照组,差异均有统计学意义(P<0.05);健康宣教24个月时,观察组患者的参与积极性、健康知识评分无显著变化(P>0.05);两组患者的用药依从性、自我护理能力和对照组患者的参与积极性、健康知识评分均降低,观察组用药依从性、参与积极性、健康知识、自我护理能力等各项评分均高于对照组,差异均有统计学意义(P<0.05)。结论同伴教育应用于社区糖尿病健康宣教,有助于促进患者参与积极性,提高其自我管理能力,且健康宣教效果持久。

Objective To evaluate the role of‘peer education’in the practice of community health education.Method Firstly,656diabetics were randomly divided into an experimental group(n=328)and a control group(n=328).Next,the two groups were subjected to community health education while the experimental group were treated with peer education in addition.The health education continued for18months and the follow-up for the two groups continued for12months after the health education ended.The behavior of the two groups in terms of medication compliance,participation in the initiative,health knowledge,and self-care ability as observed on6months,18months,24months,30months after the health education initiative started was then documented and compared.Findings6months after the initiative started,the scores of medication compliance,participation in health,self-care in the experimental group were higher than those in the control group.The differences were statistically significant(P<0.05).After18months of health education,the compliance,participation,health knowledge and self-care ability of the two groups were significantly improved,with those of the experimental group being higher than those of the control group(P<0.05).24months after the initiative started,the experimental group’s active participation in the initiative and their health knowledge score did not change significantly(P>0.05).The two groups’scores on medication compliance,self-care ability and the control group’s active participation in the initiative and health knowledge scores lowered.The experimental group’s medication compliance,participation,health knowledge and self nursing ability scores were higher than those of the control group.The differences were statistically significant(P<0.05).Conclusion Peer education applied to community diabetes health education can lead to patients’active participation in health education,improved self-management ability,and desirable health education effect.