摘要
目的:探讨基于罗森尔塔效应的童趣化护理在肾病综合征患儿中的应用效果。方法:将2022年1月1日~2023年1月31日收治的112例肾病综合征患儿按随机数字表法分为对照组和研究组各56例,对照组行常规护理,研究组在此基础上实施基于罗森尔塔效应的童趣化护理;比较两组心理状况、应对方式[采用简易应对方式问卷(SCQC)]、治疗依从性及社交焦虑情况[采用儿童社交焦虑量表(SASC)]。结果:干预后,研究组心理状况各项评分、SASC评分均低于对照组(P<0.05),治疗依从性高于对照组(P<0.05);干预后,研究组积极应对方式评分高于对照组(P<0.05),消极应对方式评分低于对照组(P<0.05)。结论:基于罗森尔塔效应的童趣化护理能够有效改善肾病综合征患儿的心理状况、社交焦虑情况,提高患儿治疗依从性,使患儿以更积极的态度去面对疾病。
Objective:To explore the application of children′s Interest-centered(fun)nursing based on the Rosenthal Effect in children with nephrotic syndrome.Methods:A total of 112 children with nephrotic syndrome,admitted from January 1,2022 to January 31,2023,were divided into a control group and a study group according to the random number table method,with 56 cases in each group.The routine nursing care was conducted in the control group and the application of Children′s Interest-centered(fun)nursing based on the Rosenthal Effect was adopted in the study group.The psychological status,coping style(SCQC),treatment compliance and social anxiety(SASC)were compared between the two groups.Results:After intervention,the Conners scores and SASC scores in the study group were lower than those in the control group(P<0.05),and the treatment compliance rate was higher than that in the control group(P<0.05).The score of positive coping style in the study group was higher than that in the control group(P<0.05),and the score of negative coping style was lower than that in the control group(P<0.05).Conclusion:The application of Children′s Interest-centered(fun)nursing based on the Rosenthal Effect can effectively improve the psychological status and social anxiety of children with nephrotic syndrome,and can improve the treatment compliance so as to have children face the disease with a more positive attitude.
作者
吴园园
周清
Wu Yuanyuan;Zhou Qing(Affiliated Children′s Hospital of Fudan University,Shanghai 201102,China)
出处
《齐鲁护理杂志》
2024年第17期5-8,共4页
Journal of Qilu Nursing
关键词
童趣化护理
罗森尔塔效应
儿童肾病综合征
心理状况
Children′s interest-centered(fun)nursing
Rosenthal Effect
Nephrotic syndrome in children
Psychological status