婴幼儿唇腭裂整形修补术后喂养中情景教学法健康宣教研究

Study on Health Education of Situational Teaching Method in Feeding after Plastic Repair of Cleft Lip and Palate in Infants

目的在婴幼儿唇腭裂整形修补术后喂养中,应用情景教学法健康宣教,评价应用效果。方法共计患儿108例(选自2019年1月至2021年3月),按照计算机流水分组法,分成两组,每组54例,即对照组和观察组。前者、后者各行常规口头健康宣教、情景教学法健康宣教,对比两组效果。结果观察者喂养相关知识掌握情况优于对照组(P <0.05)。观察组喂养依从性高于对照组(94.44%vs.81.48%)(χ^(2)=4.285,P=0.038)。观察组护理满意度高于对照组(92.59%vs. 77.78%)(χ^(2)=4.696,P=0.030)。结论将情景教学法健康宣教用于婴幼儿唇腭裂整形修补术后喂养中,效果确切,能有效提高患儿家属喂养知识掌握程度,提高患儿喂养依从性,降低术后并发症率,且护理满意度高,更易在临床推广使用,值得推荐。

Objective To apply situational teaching method to health education and evaluate the effect of feeding after plastic repair of cleft lip and palate in infants. Methods A total of 108 children(selected from January 2019 to March 2021) were divided into two groups according to the computer flow grouping method, with 54 cases in each group, namely, the control group and the observation group. The former and the latter were given routine oral health education and situational health education, and the effects of the two groups were compared and studied. Results The mastery of feeding related knowledge in the observer group was better than that in the control group(P <0.05). The feeding compliance of the observation group was higher than that of the control group(94.44% vs. 81.48%)(χ^(2)=4.285, P =0.038). Nursing satisfaction in the observation group was higher than that in the control group(92.59% vs. 77.78%)(χ^(2)=4.696, P =0.030). Conclusion The health education of situational teaching method is effective in the feeding of infants after cleft lip and palate plastic surgery. It can effectively improve the mastery of feeding knowledge of children’s family members, improve children’s feeding compliance, reduce the rate of postoperative complications, have high nursing satisfaction, and is easier to be popularized in clinical use, which is worthy of recommendation.