反馈式教育干预策略在舌癌患者围术期自我感受负担及遵医行为的影响

Effects of Feedback-based Educational Intervention Strategies on Perioperative Self-perceived Burden and Compliance Behavior of Tongue Cancer Patients

目的:探讨反馈式教育干预策略对舌癌患者围术期自我感受负担及遵医行为的影响。方法:选取2018年12月—2020年3月郑州人民医院收治的82例舌癌患者作为研究对象,依据建档顺序分为对照组及研究组,每组各41例。对照组采取常规护理,研究组在对照组基础上采取反馈式教育干预策略。统计两组患者遵医行为评分、干预前后自我感受负担评分、护理满意度、一般自我效能感量表(GSES)评分。结果:研究组健康饮食、遵医用药、口腔清洁、语言训练、舌体活动训练评分高于对照组,差异有统计学意义(t=6.979、5.652、5.116、6.319、6.024,P<0.05);干预后,两组患者情感因素、身体因素、经济因素分值较干预前降低,且研究组较对照组低,差异有统计学意义(t=7.740、5.082、6.870,P<0.05);研究组护理满意度高于对照组,差异有统计学意义(χ^(2)=4.480,P<0.05);干预后,两组患者GSES评分均较干预前高,且干预后研究组GSES评分较对照组高,差异有统计学意义(t=8.250,P<0.05)。结论:对舌癌患者实施反馈式教育干预策略,可有效减轻其自我感受负担,提升遵医行为和自我效能,且患者护理满意度较高。

Objective:To investigate the effects of feedback-based educational intervention strategies on perioperative self-per⁃ceived burden and compliance behavior of tongue cancer patients.Methods:82 patients with tongue cancer admitted to the hospi⁃tal from December 2018 to March 2020 were selected as the study population and divided into control group and study group based on the order of establishment,with 41 cases in each group.The control group adopted conventional care,and the study group adopted a feedback-based educational intervention strategy based on the control group.The compliance behavior scores,self-perceived burden scores,satisfaction with care,and General Self-Efficacy Scale(GSES)scores of the two groups were counted before and after the intervention.Results:The scores of healthy diet,medication compliance,oral cleaning,language training,and tongue movement training were higher in the study group than in the control group,with statistically significant differences(t=6.979,5.652,5.116,6.319,6.024,P<0.05).After the intervention,the scores of emotional factors,physical factors,and economic factors were lower in both groups than before the intervention and were lower in the study group than in the control group,with sta⁃tistically significant differences(t=7.740,5.082,6.870,P<0.05).Nursing satisfaction was higher in the study group than in the control group,with statistically significant differences(χ^(2)=4.480,P<0.05).After the intervention,GSES scores were higher in both groups than before the intervention,and GSES scores were higher in the study group than in the control group after the interven⁃tion,with a statistically significant difference(t=8.250,P<0.05).Conclusion:A feedback-based educational intervention strategy for tongue cancer patients can effectively reduce their self-perceived burden,improve compliance behavior and self-efficacy,and result in higher patient satisfaction with care.