引导式教育在小儿脑瘫康复护理干预中的应用研究

Application of Guided Education in Rehabilitation Nursing Intervention for Children with Cerebral Palsy

目的探析引导式教育在脑瘫患儿康复护理干预中的应用研究。方法方便选取2021年1月—2023年1月莆田学院附属医院收治的36例脑瘫患儿为研究对象,按照随机数表法分为两组,各18例,对照组给予一般护理指导,观察组给予引导式教育指导。统计两组患儿康复护理干预的效果、综合能力的变化情况。结果干预前,两组患儿的综合能力多个项目评分比较,差异无统计学意义(P>0.05);干预后,观察组患儿自理能力(18.63±2.40)分、语言能力(19.63±2.87)分、运动能力(20.34±1.46)分、社会生活能力(18.69±3.22)分,均高于对照组,差异有统计学意义(t=8.625、7.432、10.324、8.264,P<0.05);两组总依从率、家属满意率比较,差异无统计学意义(P>0.05)。结论脑瘫康复护理干预中,要及时纳入引导式教育理念,可以改善患儿的综合能力。

Objective To explore the application of guided education in rehabilitation nursing intervention of children with cerebral palsy.Methods 36 children with cerebral palsy admitted to the affiliated Hospital of Putian University from January 2021 to January 2023 were conveniently selected as the study objects,and were divided into two groups according to random number table method,with 18 cases in each group.The control group was given general nursing guidance,and the observation group was given guided education guidance.The effect of rehabilitation nursing inter⁃vention and the changs in overll capacity analyzed and the comprehensive ability of the two group children was com⁃pared.Results Before intervention,there were no statistically significant differences in scores of comprehensive abil⁃ity between the two groups(P>0.05).After intervention,the self-care ability(18.63±2.40)points,language ability(19.63±2.87)points,motor ability(20.34±1.46)points and social life ability(18.69±3.22)points of the children in the observation group were higher than those in the control group,the differences were statistically significant(t=8.625,7.432,10.324,8.264,P<0.05).There was no statistically significant difference in the total compliance rate and family satisfaction rate between the two groups(P>0.05).Conclusion In the rehabilitation nursing intervention of cerebral palsy,the concept of guided education should be included in time,which can improve the comprehensive ability of children.