线上联合线下多途径宣教模式在辅助生殖技术助孕初诊患者中的应用

Application of online combined with offline multi-channel propaganda and education model for newly diagnosed patients of assisted reproductive technology

目的分析在线上联合线下多途径宣教模式在辅助生殖技术(ART)助孕初诊患者中的应用效果。方法随机选取2020年1-12月在天津医科大学总医院就诊的ART助孕患者104例为研究对象,按照就诊先后顺序分为对照组和观察组,每组各52例。对照组患者采用线下宣教模式干预,观察组患者采用线上联合线下宣教模式干预。对比两组患者就诊情况、对ART助孕知识认知情况、线上宣教模式评价情况及宣教满意度。结果宣教前,两组患者就诊流程、应注意事项及就诊依从性评分比较,差异均无统计学意义(均P>0.05)。宣教后,两组患者就诊流程、应注意事项及就诊依从性评分均高于宣教前,且观察组[(21.30±1.02)分、(21.35±1.12)分及(20.39±1.10)分]均高于对照组[(18.65±1.16)分、(18.66±1.17)分及(17.75±1.14)分],差异均有统计学意义(t=12.371、11.977及12.017,均P<0.05)。宣教前,两组患者对ART助孕知识认知情况比较,差异均无统计学意义(均P>0.05)。宣教后,两组患者ART助孕相关知识、基本流程及应注意事项评分均高于宣教前,且观察组[(21.33±1.14)分、(21.58±1.10)分及(20.95±1.11)分]均高于对照组[(19.45±1.12)分、(18.68±1.14)分及(18.12±1.14)分],差异均有统计学意义(t=8.483、13.201及12.826,均P<0.05)。观察组患者对宣教模式的便捷性、实用性、内容广泛性、专业性及针对性评价评分[(73.36±6.21)分、(74.25±6.35)分、(75.01±5.98)分、(74.69±6.63)分及(75.54±6.91)分]均高于对照组[(62.36±5.14)分、(62.24±11.21)分、(63.01±5.67)分、(62.07±8.61)分及(63.36±6.64)分],差异均有统计学意义(t=9.840、6.722、10.501、8.374及9.165,均P<0.05)。两组患者宣教满意度比较(98.08%vs. 84.62%),差异有统计学意义(χ^(2)=5.960,P<0.05)。结论对于ART助孕初诊患者,采用线上结合线下宣教模式可有效改善患者就诊情况,增加其对ART助孕知识的认知程度,提高患者对线上宣教模式评价评分和对宣教的满意度,效果显著。

Objective To analyze the application effect of online combined with offline multi-channel propaganda and education model for newly diagnosed patients of assisted reproductive technology(ART). Methods From January to December in 2020, 104 patients undergoing ART in General Hospital of Tianjin Medical University were randomly selected and divided into control group and observation group according to the sequence of admission, 52 patients in each group. The patients in control group were given offline propaganda and education model, the patients in observation group were given online combined with offline propaganda and education model. The diagnostic situations, cognition of ART knowledge, evaluation of online propaganda and education model, and satisfaction in the two groups were compared. Results Before propaganda and education, there was no statistically significant difference in scores of medical process, matters needing attention, and compliance between the two group(P>0.05). After propaganda and education, the scores of medical process, matters needing attention, and compliance in the two groups were higher than those before propaganda and education, the scores in observation group [(21.30±1.02),(21.35±1.12), and(20.39±1.10)] were higher than those in control group [(18.65±1.16),(18.66±1.17), and(17.75±1.14)](t=12.371, 11.977, 12.017, P<0.05). Before propaganda and education, there was no statistically significant difference in cognitive score of ART between the two group(P>0.05). After propaganda and education, the cognitive scores of ART-related knowledge, basic procedure, and matters needing attention in the two groups were higher than those before propaganda and education, the scores in observation group [(21.33±1.14),(21.58±1.10), and(20.95±1.11)] were higher than those in control group [(19.45±1.12),(18.68±1.14), and(18.12±1.14)](t=8.483, 13.201, 12.826, P<0.05). The scores of convenience, practicability, content Universality, speciality, and pertinence in observation group [(73.36±6.21),(74.25±6.35),(75.01±5.98),(74.69±6.63), and(75.54±6.91)] were higher than those in control group [(62.36±5.14),(62.24±11.21),(63.01±5.67),(62.07±8.61), and(63.36±6.64)](t=9.840, 6.722, 10.501, 8.374, 9.165, P<0.05). There was statistically significant difference in satisfaction rate between the two groups(98.08% vs. 84.62%)(χ2=5.960, P<0.05). Conclusion For the newly diagnosed patients of ART, online combined with offline propaganda and education model can effectively improve diagnostic situations of patients, increase cognitive degree of ART, evaluation scores, and satisfaction rate, the effect is significant.