童趣式教育干预对学龄期疝微创手术患儿健康知识掌握度及不良情绪的影响

Influence of childlike educational intervention on the mastery of health knowledge and negative emotions in school-age children with minimally invasive hernia surgery

目的:探讨童趣式教育干预对学龄期疝微创手术患儿健康知识掌握度及不良情绪的影响。方法:选取2020年6月-2022年4月某院收治的78例小儿疝气患儿为研究对象,按照入院先后分为对照组(常规健康教育,n=39)和观察组(常规健康教育+童趣式教育干预,n=39);对比两组患儿围术期相关指标,干预后对健康知识掌握度,比较两组患儿干预前、干预后不良情绪[儿童焦虑障碍自评量表(SCARED)和儿童抑郁障碍自评量表(DSRSC)],对比术后1h、12h和术后24h疼痛程度[Wong-Bakermian面部表情疼痛量表(Wong-Bakermian量表)和视觉模拟评分法(VAS)]及教育满意度。结果:两组术中出血量、手术时间比较,均无统计学意义;观察组术后下床活动时间、住院时间均短于对照组(t=-13.203,-9.839;P<0.05)。两组健康知识掌握度比较,观察组高于对照组(χ^(2)=4.622,P<0.05);干预前,两组SCARED、DSRSC评分无明显差异;干预后,两组SCARED、DSRSC评分均低于干预前(t=-6.259,-7.004;P<0.05),且观察组均低于对照组(P<0.05);术后1h,两组W-B量表、VAS评分比较,差异均无统计学意义;术后12h、术后24h,两组W-B量表、VAS评分均降低(P<0.05),且观察组均低于对照组(t=-4.147,-5.712,-5.455,-11.803;P<0.05)。两组满意度比较,观察组高于对照组(χ^(2)=5.186,P<0.05)。结论:对学龄期行疝微创手术患儿进行童趣式教育干预效果优于传统健康教育,有助于患儿快速恢复,提高患儿对健康知识的掌握,改善患儿不良情绪,减轻术后疼痛程度,提升教育满意度。

Objective:To explore the effect of childlike educational intervention on the mastery of health knowledge and negative emotions in school-age children with minimally invasive hernia surgery.Methods:A total of 78 children with hernia who were admitted to our hospital from June 2020 to April 2022 were selected as the research objects,and divided into control group(routine health education,n=39)and observation group(routine health education+childlike education intervention,n=39)according to the order of admission;the perioperative related indicators,the mastery of health knowledge after the intervention,and the adverse emotions before and after the intervention of the two groups of children were compared[Self-rating anxiety disorder scale for children(SCARED)and Self-Rating Scale for Depressive Disorders in Children(DSRSC)].We also compared the pain level at 1 h,12 h and 24 h after surgery[Wong-Bakermian Facial Expression Pain Scale(Wong-Bakermian Scale)and Visual Analogue Scale(VAS)]and educational satisfaction.Results:There was no significant difference in intraoperative blood loss and operation time between the groups.The postoperative ambulation time and hospital stay in the observation group were shorter than those in the control group(t=-13.203,-9.839;P<0.05).Comparing the mastery of health knowledge between two groups,the observation group was higher than the control group(χ^(2)=4.622,P<0.05);Before the intervention,there was no significant difference in the scores of SCARED and DSRSC between two groups.After the intervention,the SCARED and DSRSC scores of two groups were lower than those before the intervention(t=-6.259,-7.004;P<0.05),and the scores of observation group was lower than that of the control group(P<0.05).1 hour after the operation,the W-B scale and VAS score of the two groups were compared,and the differences had no statistical significance;12h and 24h after operation,the W-B scale and VAS score of the two groups were decreased(P<0.05),and the scores of the observation group were lower than those of the control group(t=-4.147,-5.712,-5.455,-11.803;P<0.05).Comparing the satisfaction between the two groups,the observation group were higher than the control group(χ^(2)=5.186,P<0.05).Conclusion:The effect of childlike education intervention on school-age children undergoing minimally invasive hernia surgery is better than that of traditional health education,which is helpful for children to recover quickly,improve children's mastery of health knowledge,improve children's negative emotions,and reduce postoperative pain level and improve educational satisfaction.