“课堂式”多媒体健康教育在前牙美学修复患者中的应用效果观察

Application Effect of Classroom Type Multimedia Health Education in Patients Undergoing Aesthetic Restoration of Anterior Teeth

目的:观察“课堂式”多媒体健康教育在前牙美学修复患者中的应用效果。方法:选取笔者医院2020年1月-2021年12月收治的120例前牙美学修复患者,以数字表法随机分为两组,对照组予以常规干预,观察组在其基础上予以“课堂式”多媒体健康教育,比较两组干预前后汉密尔顿焦虑量表(Hamilton anxiety scale,HAMA)与汉密尔顿抑郁量表(Hamilton depression scale,HAMD)评分、自我效能量表(Self-efficacy scale for self-care,SESS)评分、相关知识掌握情况及患者满意度。结果:观察组干预后HAMA评分、HAMD评分明显低于对照组(P<0.05);观察组干预后SESS中口腔就诊、平衡饮食及正确刷牙评分明显高于对照组(P<0.05);观察组卫生用品使用、修复流程、修复后注意事项及并发症预防掌握率明显高于对照组(P<0.05);观察组患者对健康教育模式、舒适性及修复效果的满意度评分明显高于对照组(P<0.05)。结论:“课堂式”多媒体健康教育可有效改善前牙美学修复患者心理状态,促使其更好地掌握健康知识,增强口腔保健自我效能,提高患者满意度。

Objective This research aims to observe the application effect of classroom type multimedia health education in patients undergoing aesthetic restoration of anterior teeth.Methods A total of 120 patients with aesthetic restoration of anterior teeth admitted to the author's hospital from January 2020 to December 2021 were selected,and randomly divided into 2 groups by random number table method.The control group received routine intervention,and the observation group received classroom type multimedia health education on this basis.The Hamilton Anxiety Scale(HAMA)scores,the Hamilton Depression Scale(HAMD)scores,the Self-Effi cacy Scale for Self-Care(SESS)scores,relevant knowledge and patient satisfaction were compared between the two groups.Results After intervention,the HAMA score and HAMD score of the observation group were signifi cantly lower than those of the control group(P<0.05).The scores for oral treatment,balanced diet and correct tooth brushing in the SESS of the observation group were signifi cantly higher than those of the control group(P<0.05).The mastery rates of the use of hygiene products,the process of restoration,precautions after restoration and complication prevention in the observation group were signifi cantly higher than those in the control group(P<0.05).The satisfaction scores for health education mode,comfort level and repair eff ect in the observation group were signifi cantly higher than those in the control group(P<0.05).Conclusion Classroom type multimedia health education can eff ectively improve the psychological state of patients undergoing aesthetic restoration of anterior teeth,increase their health knowledge,enhance their self-efficacy for oral health,and improve their satisfaction.