基于期望理论的赋能教育对早产儿出院后父母应对能力的影响

Effects of empowerment education based on expectation theory on parental coping ability after discharge of premature infants

目的探究基于期望理论的赋能教育对早产儿出院后父母应对能力的影响。方法采用随机数表法将2020年5月至2021年4月空军军医大学第二附属医院唐都医院96例早产儿分为对照组和观察组,每组48例。对照组早产儿照顾者给予常规护理干预,观察组早产儿照顾者给予基于期望理论的赋能教育干预。两组干预时间均为3个月。比较两组早产儿照顾者干预前后的抑郁自评量表(SDS)、焦虑自评量表(SAS)、疾病不确定父母量表(PPUS-FM)、简易应对方式问卷(SCSQ)和育儿胜任感量表(PSOC)的评分,并于出生后3个月时统计两组早产儿的生长发育状况。结果干预后,观察组早产儿照顾者的SDS、SAS及PPUS-FM评分分别为(43.76±4.39)分、(45.15±4.24)分、(62.33±5.08)分,明显低于对照组早产儿照顾者的(46.05±4.13)分、(48.02±4.16)分、(70.39±5.27)分,差异均有统计学意义(P<0.05);干预后,观察组早产儿照顾者的SCSQ中积极应对评分为(23.69±3.16)分,明显高于对照组早产儿照顾者的(20.02±3.24)分,差异均有统计学意义(P<0.05);干预后,观察组早产儿照顾者PSOC评分均低于对照组早产儿照顾者,差异有统计学意义(P<0.05);干预3个月后观察组早产儿每周身长、头围增长值、每日体质量增长值、每日摄奶量明显大于对照组,早产儿每日睡眠时间明显长于对照组,差异均有统计学意义(P<0.05)。结论对早产儿照顾者给予基于期望理论的赋能教育干预,可减轻其抑郁焦虑情绪及不确定感,提高育儿胜任感量表及应对能力,并能促进早产儿生长发育。

Objective To explore the effects of empowerment education based on expectation theory on parental coping ability after discharge of premature infants.Methods According to random number table method,96 premature infants in Tangdu Hospital,the Second Affiliated Hospital of Air Force Military Medical University between May 2020 and April 2021 were divided into the control group and the observation group,with 48 cases in each group.The caregivers of premature infants in the control group were given routine nursing,while those in the observation group were given empowerment education based on expectation theory.The scores of Self-rating Depression Scale(SDS),Self-rating Anxiety Scale(SAS),Parent's Perception Uncertainty Scale(PPUS-FM),Simplified Coping Style Questionnaire(SCSQ),and Parenting Sense of Competence Scale(PSOC)in the two groups were compared before and after intervention.At 3 month after birth,growth and development of premature infants were statistically analyzed.Results After intervention,scores of caregivers’SDS,SAS,and PPUS-FM in the observation group were(43.76±4.39)points,(45.15±4.24)points,and(62.33±5.08)points,significantly lower than(46.05±4.13)points,(48.02±4.16)points,(70.39±5.27)points in the control group(P<0.05).After intervention,score of positive coping in SCSQ in the observation group was significantly higher than that in the control group:(23.69±3.16)points vs(20.02±3.24)points,P<0.05.After intervention,PSOC score in the observation group was lower than that in the control group(P<0.05).After intervention,weekly increment of body length and head circumference,daily increment of weight,and daily milk intake in the observation group were significantly greater than those in the control group,and daily sleep time of premature infants was significantly longer than that in the control group(P<0.05).Conclusion The application of empowerment education based on expectation theory in caregivers of premature infants can alleviate depression,anxiety and sense of uncertainty,improve parenting competency and coping ability,and promote the growth and development of premature infants.