同伴教育对银屑病患者心理状况及行为改变的影响

Effect of peer education on psychological status and behavioral changes in patients with psoriasis

目的探讨同伴教育对银屑病患者心理状况及行为改变的影响,以期为临床治疗提供参考。方法选取2020年7月—2022年7月郑州大学第一附属医院收治的94例银屑病患者为研究对象。采用随机数字表法将患者分为对照组和观察组,各47例。对照组患者给予常规护理。观察组患者在对照组基础上给予同伴教育护理。比较2组患者护理前及护理6个月时焦虑自评量表(SAS)、抑郁自评量表(SDS)、社交回避及苦恼量表(SADS)及皮肤病生活质量指数量表(DLQI)评分。出院时,采用本院自制护理满意度调查量表评估2组患者护理满意度。比较2组患者干预期间不良事件发生情况,包括皮肤瘙痒、腹泻、患处疼痛、红斑。结果护理前,2组患者SDS及SAS评分比较,差异无统计学意义(P>0.05)。护理后,2组患者SDS及SAS评分均低于护理前,且观察组低于对照组,差异均有统计学意义(P<0.05)。护理前,2组患者SADS中社交回避、苦恼情绪及总分比较,差异无统计学意义(P>0.05)。护理后,2组患者SADS中社交回避、苦恼情绪及总分均低于护理前,且观察组低于对照组,差异均有统计学意义(P<0.05)。护理前,2组患者DLQI中个人社交、自我感知、家庭生活评分比较,差异无统计学意义(P>0.05)。护理后,2组患者DLQI中个人社交、自我感知、家庭生活评分均低于护理前,且观察组低于对照组,差异均有统计学意义(P<0.05)。观察组患者护理总满意度高于对照组,差异有统计学意义(P<0.05)。观察组患者不良反应发生率低于对照组,差异有统计学意义(P<0.05)。结论同伴教育应用于银屑病患者护理中的效果显著,不仅能有效缓解患者抑郁、焦虑等负性情绪,增强患者社交行为,还能有效改善患者生活质量,提高患者护理满意度,降低不良反应发生率,值得临床推广应用。

Objective This paper aims to investigate the effect of peer education on psychological status and behavioral changes in patients with psoriasis to provide evidence for clinical treatment.Methods From July 2020 to July 2022,94 patients with psoriasis were enrolled in the First Affiliated Hospital of Zhengzhou University.The patients were randomly assigned to the control group(n=47)and the observation group(n=47).Patients in the control group received routine care,while patients in the observation group received peer education care on the basis of the control group.The self-rating anxiety scale(SAS),self-rating depression scale(SDS),social avoidance and distress scale(SADS),and dermatology quality of life index(DLQI)scores were compared between the two groups before care and at 6 months after care.At discharge,the selfmade care satisfaction survey scale of our hospital was used to assess the care satisfaction of patients in the 2 groups.The occurrence of adverse events during the intervention,including skin itching,diarrhea,pain in the affected area,and erythema,was compared between the 2 groups.Results Before care,there was no significant difference in SDS and SAS scores between the two groups(P>0.05).After care,SDS and SAS scores in the two groups were lower than those before care,and the observation group was lower than the control group,with statistical significance(P<0.05).Before care,there was no significant difference in subscale(social avoidance and distress)and total scores in SADS between the 2 groups(P>0.05).After care,the subscale(social avoidance and distress)and total scores in SADS of patients in the two groups were significantly decreased,and the observation group was lower than the control group(P<0.05).Before care,there was no significant difference in personal relationships,self-perception,and family life scores in DLQI between the 2 groups(P>0.05).After care,the subscale scores of personal socialization,feelings,and daily activities in DLQI in the two groups were significantly lower than those before care,and the observation group was lower than the control group(P<0.05).The degree of satisfaction with care in the observation group was significantly higher than that in the control group(P<0.05).The incidence of adverse reactions in the observation group was significantly lower than that in the control group(P<0.05).Conclusion Peer education is effective in the care of patients with psoriasis.It can not only effectively relieve depression and anxiety and enhance social behavior,but also effectively increase the quality of life of patients,enhance their degree of satisfaction with care,and reduce the incidence of adverse reactions.These benefits hold promise for a wider application of this technique clinically.