基于互联网的注意缺陷多动障碍儿童家长培训对提高疾病知晓度的效果分析

Analysis of effect of Internet-based parental training for children with attention-deficit/hyperactivity disorder on improving awareness of disease

目的 分析基于互联网的注意缺陷多动障碍(attention-deficit/hyperactivity disorder, ADHD)儿童家长培训对提高疾病知晓度的效果,探讨基于互联网的家长培训的可行性。方法 选取2021年6—7月于上海市儿童医院儿童保健门诊就诊的220名ADHD儿童的家长作为研究对象,采用随机数字表分为线上组(n=110)和线下组(n=110),两组培训内容相同。使用ADHD问卷评估家长对ADHD的疾病知晓度和治疗依从性,并进行组内培训前后及组间差异的比较;同时对基于互联网家长培训的接受度和满意度进行调查。结果 培训前,线上组和线下组分别回收107份和105份问卷,培训后分别回收103份和104份问卷,总回收率为95.2%。培训前,线上组与线下组ADHD疾病各知识点知晓率及总知晓率的差异均无统计学意义(P>0.05)。培训后,两组家长对于ADHD的总体认知、病因、症状、危害、治疗方式和预后的知晓率均较培训前有所提高(P<0.05),药物治疗的依从性也较培训前有所改善(P<0.05);线上组与线下组ADHD疾病各知识点知晓率的差异无统计学意义(P>0.05),线上组ADHD总知晓率高于线下组(P<0.05);线上组和线下组分别有91.3%和84.6%的家长愿意参与线上培训,线上组81.6%的家长对互联网培训表示满意。结论 与传统的线下培训相比,基于互联网的家长培训可有效提高家长对疾病的知晓度,提高治疗依从性,是一种可推广的ADHD儿童家长培训方式。

Objective To analyze the effect of Internet-based parental training for children with attention-deficit/hyperactivity disorder(ADHD) on improving awareness of disease, and explore the feasibility of Internet-based parental training. Methods A total of 220 parents of children with ADHD who attended the Department of Children Health Care, Shanghai Children’s Hospital from June to July 2021 were randomly divided into online training group(n=110) and offline training group(n=110). All the parents received the same parental training. The ADHD questionnaire was used before and after the training to compare the changes in the awareness of ADHD disease, treatment compliance, and the acceptance and satisfaction of the Internet-based parental training between the two groups. Results A total of 107 and 105 questionnaires were collected from the online and offline groups before training, and 103 and 104 questionnaires were collected after training, respectively, with a total collected rate of 95.2%. Before the training, there was no significant difference between the online group and the offline group in ADHD disease awareness and treatment compliance(P>0.05). After the training, the overall understanding, etiology, symptoms, harm, treatment, and prognosis of ADHD rates improved significantly compared with those before training in both groups(P<0.05), and compliance with medication also improved(P<0.05). The was no significant difference of ADHD awareness rates between online and offline groups(P>0.05). The total ADHD awareness rate of the online group was significantly higher than that of the offline group(P<0.05). The online and offline groups had 91.3% and 84.6% of parents who were willing to participate in online training, and 81.6% of online group parents were satisfied with Internet training. Conclusion Compared with the traditional offline training, Internet-based parental training can effectively increase parents’ awareness of ADHD and improve treatment compliance. It is a popularized training method for parents of children with ADHD.