多元化团体互动健康教育对精神分裂症患者社会适应的影响

Effect of diversified group interactive health education on social adaptation of schizophrenic patients

目的探讨多元化团体互动教育在精神分裂症患者中的应用效果。方法选择2020年1至12月本院收治的精神分裂症患者120例作为研究对象,采用随机数字表法分为研究组和对照组,每组60例。两组患者均给予常规护理,研究组在对照组基础上联合应用多元化团体互动健康教育。于干预前、干预6个月时分别采用简明健康调查问卷(SF-36)、康复状态量表(MRSS)、阳性症状与阴性症状量表(PANSS)、社会功能缺陷量表(SDSS)进行评定。结果干预前,两组患者生理功能、社会功能情感职能及总体健康比较差异均无统计学意义(均P>0.05);干预后,研究组患者生理功能(68.54±8.23)、社会功能(70.13±8.41)及总体健康(70.65±7.54)明显优于对照组[(63.12±7.41)、(66.42±7.54)、(64.62±8.45)],差异均有统计学意义(均P<0.05)。干预前,两组患者职业和工作、婚姻职能、父母职能、社会性退缩、家庭外的社会活动、家庭内活动、家庭职能、个人生活自理、对外界兴趣、责任心和计划性方面比较差异均无统计学意义(均P>0.05);干预后,研究组患者上述指标改善情况明显优于对照组[(0.88±0.57)vs(1.09±0.66)、(0.65±0.61)vs(0.89±0.61)、(0.56±0.66)vs(0.86±0.74)、(0.67±0.88)vs(1.06±0.82)、(0.75±0.75)vs(1.11±0.81)、(0.69±0.74)vs(1.10±0.91)、(0.74±0.71)vs(1.09±0.83)、(0.72±0.68)vs(1.14±0.79)、(0.68±0.68)vs(1.11±0.82)、(1.01±0.85)vs(1.54±0.74)],差异均有统计学意义(均P<0.05)。干预前,两组患者MRSS、PANSS评分比较差异均无统计学意义(均P>0.05);干预后,研究组患者上述指标[(41.21±2.89)、(46.61±19.45)]明显优于对照组[(62.33±5.18)、(73.82±19.23)],差异均有统计学意义(均P<0.05)。结论多元化团体互动教育可促进精神分裂症患者康复进程,降低精神病症状,提高其社会适应能力。

Objective To explore the application effect of diversified group interactive education in patients with schizo-phrenia.Methods 120 schizophrenic patients admitted to our hospital were divided into study group and control group(n=60).Both groups were given routine nursing.On this basis,the research group jointly applied diversified group inter-active health education.SF-36,MRSS,PANSS,and SDSS were used to evaluate before intervention,three months and six months of intervention.Results Before intervention,there was no significant difference between the two groups in physio-logical function,social function,emotional function and overall health(all P>0.05);After intervention,the physiological function(68.54±8.23),social function(70.13±8.41)and overall health(70.65±7.54)of the patients in the experiment group were significantly better than those in the control group(63.12±7.41),(66.42±7.54)and(64.62±8.45),with sig-nificant differences(all P<0.05).Before intervention,there was no significant difference between the two groups in terms of occupation,marital function,parental function,social withdrawal,social activities outside the family,activities within the family,family function,self-care of personal life,interest in the outside world,sense of responsibility and planning(all P>0.05);After intervention,the improvement of the above indicators in the experiment group was significantly better than that in the control group[(0.88±0.57)vs(1.09±0.66),(0.65±0.61)vs(0.89±0.61),(0.56±0.66)vs(0.86±0.74),(0.67±0.88)vs(1.06±0.82),(0.75±0.75)vs(1.11±0.81),(0.69±0.74)vs(1.10±0.91),(0.74±0.71)vs(1.09±0.83),(0.72±0.68)vs(1.14±0.79),(0.68±0.68)vs(1.11±0.82),(1.01±0.85)vs(1.54±0.74)],The difference was statistically significant(all P<0.05).Before intervention,there was no statistically significant difference in the scores of MRSS and PANSS between the two groups(both P>0.05);After intervention,the a-bove indexes[(41.21±2.89),(46.61±19.45)]in the study group were significantly better than those in the control group(62.33±5.18),(73.82±19.23),and the difference was statistically significant(all P<0.05).Conclusion Di-versified group interactive education for schizophrenic patients can promote their rehabilitation,reduce their psychiatric symptoms and effectively improve their social adaptability.