Effect of teach-back health education combined with structured psychological nursing on adverse emotion and patient cooperation during 99mTc-3PRGD2.SPECT/CT

BACKGROUND 99mTc-3PRGD2.SPECT/CT is a commonly used examination method in nuclear medicine.However,patients receiving 99mTc-3PRGD2.SPECT/CT have insufficient knowledge of this method and worry about the examination results.AIM To investigate the effect of teach-back health education combined with structured psychological nursing on adverse emotion and cooperation in patients undergoing 99mTc-3PRGD2.SPECT/CT examination.METHODS Ninety patients undergoing 99mTc-3PRGD2.SPECT/CT examinations were divided into a study group and a control group using a simple random number table,and 45 cases were allocated to each group.Routine nursing was provided to the control group,and teach-back health education combined with structured psychological nursing was provided to the study group on the basis of the control group.Heart rate,diastolic blood pressure,systolic blood pressure,self-rating depression scale(SDS),and self-rating anxiety scale(SAS)were assessed before and after the intervention,and examination cooperation and intervention satisfaction were assessed in the two groups before,during,and after the examination.RESULTS Before the examination,heart rate,diastolic blood pressure,and systolic blood pressure in the study group were not significantly different from the values of the control group(P>0.05).The results of the study group before and after the examination were lower than those in the control group(P<0.05).Before the intervention,SDS and SAS scores in the study group were not significantly different from those in the control group(P>0.05).After the intervention,SDS and SAS scores in the study group were lower than those in the control group(P<0.05).The degree of cooperation was higher in the study group than in the control group(P<0.05).The satisfaction rate with the intervention was higher in the study group than in the control group(P<0.05).CONCLUSION Teach-back health education combined with structured psychological nursing can help maintain the stability of blood pressure and heart rate,relieve negative emotions,and improve the satisfaction and cooperation of patients undergoing 99mTc-3PRGD2.SPECT/CT examinations.

Investigation of the effective combined method of ideological, political education and psychological health education

college students are in a critical period of physical and mental development. During this period, they will face the problems of the knowledge reserve, potential development, making friends, choosing a career and a series of significant life topics. Due to immature psychological development, single life experience, a strong sense of self, emotional instability and other factors, it is easy to produce frustration and harmful mood, cause psychological trouble and confused, and even psychological disorders, which affect college students＇ physical and mental development and health and also will inevitably affect the effectiveness of education in colleges. The paper mainly discusses the effective combined method of the ideological, political education and mental health education in colleges and universities. The paper also researches methods concerning in the cultivation the suitable methods to grasp the students＇ psychological situation, exert function of campus culture carrier, correct use of network platform and college counseling through various channels, such as effectively carrying out the teaching works of the ideological, political education and mental health.

Application of ETA in the Management of Mental Health Education for College Students

In view of the common psychological problems of college students,this paper analyzed the current situation and problems of college students,and found that the management of mental health education is complex and difficult.A main reason is the lack of scientific method guidance.According to this phenomenon and the existing problems,using the event tree analysis(ETA),the qualitative and quantitative analysis,it found that emergency treatment is the most important link in mental health education management of college students,test education talk emergency four links missing and failure will lead to hidden danger.Finally,combined with the principle of education and management,and psychological principle,it proposed method for the event tree mental health education management.

Effectiveness of Oral Health Education Program on Prevention of Periodontal Disease in Japanese Pregnant Women

The prevalence of periodontal disease among pregnant women increases with gestational age. Therefore, oral health education in the early stage of pregnancy should prevent periodontal disease and decrease the risk of an adverse pregnancy outcome such as preterm delivery and low birth weight. However, there has been no study on oral health care intervention for prevention of periodontal disease during pregnancy. The purpose of this study was to examine the efficiency of an oral health education program on periodontal disease among Japanese low-risk pregnant women. A total of 207 pregnant women before 20 weeks of gestation were recruited. The first 131 of them were assigned to the control group and the remaining 76 to the experimental group. The experiment participants received an oral health education program including the toothpick brushing method in their early stage of pregnancy. Improvement of the self-assessment score of periodontal symptoms was used as a binary outcome variable. A logistic regression analysis indicated that the intervention (OR = 3.83) and proficiency of the toothpick brushing method (OR = 24.93) were statistically significant predictors of the outcome in the late stage of pregnancy. The positive outcome appeared after practice of the toothpick method brushing for 20 or more weeks, and was associated with the decrease in the log-transformed proportion of the count of Candida species in salivary microbiota (p = 0.026).

Effect of feedback health education on postoperative rehabilitation of patients with lumbar disc herniation: a cluster randomised trials

Aims and objective:A theoretical model based on guided postoperative rehabilitation with feedback was developed for patients with lumbar intervertebral disc protrusion to explore the effects of feedback-based health education.Patients were assessed in terms of disease knowledge,general self-efficacy,medical behaviour,and the Oswestry disability index(ODI).During postoperative rehabilitation,nursing staff provided health education regarding lumbar intervertebral disc protrusion.Design:The CONSORT 2010 statement extension for cluster randomized trials checklist(Campbell et al.,2012)was used to guide reporting outcomes(File S1).Methods:The methods were based on previous research on the feedback method of health education.A cluster randomized controlled trial design was used.From March 2019 to January 2020,patients who underwent spinal surgery at a first-class tertiary hospital were enrolled,and 76 met the inclusion criteria for lumbar disc disease(lumbar disc herniation,LDH).Patients were divided into an experimental group and a control group,with 38 patients in each group.Feedback-based health education was conducted for the experimental group,and routine health education was provided for the control group.Disease knowledge,general self-efficacy,compliance behaviour,and ODI scores were compared between the two groups.The intervention effect was compared between groups by means of t tests.SPSS 23.0 was used for statistical analysis,and P<0.05 was considered statistically significant.The research was reported according to CONSORT statement.Results:1.Comparison of baseline data between the two groups before the intervention.Before the intervention,there was no statistically significant difference between the two groups in terms of general demographic data,disease-related data,disease knowledge,general self-efficacy,compliance behaviour,or ODI(P>0.05).2.Comparison of relevant indicators between the two groups of patients before and after the intervention.(1)One,four and 12 weeks after surgery,the disease knowledge,general self-efficacy and postoperative compliance behaviour of the experimental group were significantly higher than those of the control group(P<0.05).(2)At 1,4 and 12 weeks after surgery,the ODI of the experimental group was significantly lower than that of the control group(P<0.05).Conclusions:Feedback-based health education is conducive to improving disease knowledge,general self-efficacy and compliance behaviour and reducing ODI scores in patients with LDH.Relevance to clinical practice:This study provides nurses worldwide with a reference for health education during postoperative rehabilitation for lumbar disc herniation.

Effects of Video Combined with the Teach-Back Method on the Respiratory Function Exercise of Patients Undergoing Thoracotomy

Objective: To explore the effect of video combined with the teach-back method on respiratory function exercise in patients undergoing tumor thoracotomy. Methods: Eligible patients undergoing thoracotomy for tumor were selected from the thoracic surgery at a level-A tertiary hospital between August 2021 and December 2021 and included in the control group and the observation group (40 patients in each group). To prevent two groups of patients from interacting with each other, the thoracic surgery ward I was distinguished as the control group, which was adopted by the routine instruction. Based on routine instruction, the thoracic surgery ward II conducted respiratory function exercise instruction by video combined with the teach-back method to compare the two groups’ compliance with respiratory function exercise, complication rates, and patient satisfaction. Results: The patient compliance with respiratory function exercise in the observation group was significantly higher (P < 0.05) and the rate of pulmonary complications in the observation group was lower (P < 0.05) than that in the control group, while the observation group had a high level of satisfaction (P Conclusion: Taking video combined with the teach-back method, an effective health education method, can improve the compliance of the respiratory function exercise of patients undergoing thoracotomy for tumor and promote the recovery of pulmonary function to reduce the incidence of postoperative pulmonary complications so as to improve patient satisfaction.

Teach-back健康教育模式在股骨粗隆间骨折患者围手术期的应用

目的探讨Teach-back健康教育模式在股骨粗隆间骨折患者围手术期的应用效果。方法选择汕头大学医学院附属粤北人民医院创伤骨科2021年5月至2022年9月收治的股骨粗隆间骨折患者92例为研究对象,采用随机数表法分为对照组46例,干预组46例。对照组采用常规健康教育,干预组采用Teach-back健康教育模式的健康教育。在整个围手术期,比较两组患者术前1日及术日、术后1周、术后4周视觉模拟评分(VAS)评分,术前1日、术后1周、术后4周髋关节评分量表(Harris)的变化,并比较两组患者功能锻炼依从性、对护理健康教育满意度、术后并发症情况及住院情况。结果术后1周及术后4周,干预组的VAS评分低于对照组;术后1周及术后4周,干预组的Harris评分高于对照组,差异有统计学意义(P<0.05);干预组患者围手术期功能锻炼依从性和对护理健康教育满意度均显著高于对照组,差异有统计学意义(P<0.05);与干预组比较,对照组住院时间更长,差异有统计学意义(P<0.05);对照组和干预组术后并发症总发生率比较,差异无统计学意义(P>0.05)。结论Teach-back健康教育模式在股骨粗隆间骨折患者围手术期的应用,可降低患者VAS评分,有助于髋关节恢复,缩短住院时长,提高患者功能锻炼依从性及对护理健康教育满意度,值得临床推广。

Teach-back健康教育结合人偶模拟教学示意法在危重症孕产妇管道管理中的应用

目的探讨Teach-back健康教育结合人偶模拟教学示意法在危重症孕产妇管道管理中的应用效果,形成一套创新的危重症孕产妇管道管理的标准化教育流程。方法自2020年7月至2022年10月随机选取东莞市妇幼保健院160例危重症孕产妇做为研究对象,分为对照组和实验组各80例。对照组采取常规口头健康宣教方式,讲解管道相关知识如其作用、观察及维护要点和常见并发症。实验组采取Teach-back健康教育结合人偶模拟教学示意法进行管道知识宣教,包括人偶模拟示意图床旁展示、常见并发症科普视频演示等。比较两组孕产妇非计划拔管率、重症监护病房(intensivecareunit,ICU)住院天数、管道维护知识掌握程度。结果与对照组相比,实验组危重症孕产妇的非计划拔管率较对照组更低(P=0.035),ICU住院天数更短(P=0.038),患者的管道维护知识掌握程度更高(P=0.029)。结论采用Teach-back健康教育联合人偶模拟教学示意法进行危重症孕产妇管道管理可有效提高患者对管道维护知识掌握程度,降低非计划拔管率,缩短ICU住院天数。

Teach-back法饮食健康教育对心房颤动射频消融术后患者的影响

目的 评价Teach-back法饮食健康教育对心房颤动(简称房颤)射频消融术后患者的影响。方法 将2021-01~12月在作者科室进行房颤射频消融术的60例患者设为对照组,2022-01~12月进行房颤射频消融术的60例患者设为观察组。对照组采取常规饮食健康教育模式,观察组采取Teach-back法饮食健康教育模式,出院当天评价患者饮食健康知识掌握率,饮食的有效依从率,恶心、呕吐的发生率,医院焦虑抑郁量表(hospital anxiety and depression scale,HADS)评分及护理服务满意度。结果 观察组患者健康知识掌握率,饮食的依从性,恶心、呕吐发生率,HADS及护理服务满意度评分均优于对照组(P均<0.05)。结论 Teach-back法饮食健康教育模式能提高房颤射频消融术后患者饮食健康知识掌握率、饮食的有效依从率及护理服务满意度,缓解患者焦虑、抑郁情绪,降低恶心、呕吐的发生率。

Teach-back健康宣教模式对PICC带管出院患者自我管理能力的效果研究

目的运用Teach-back健康宣教模式对经外周静脉置入中心静脉导管(PICC)带管出院患者进行健康教育,以提高其自我管理能力。方法纳入2022年12月至2023年2月我院PICC门诊随访的PICC带管出院患者60例,随机分为试验组和对照组。对照组采用常规健康教育法,试验组采用健康教育和Teach-back法进行干预,比较两组患者自我管理能力。结果干预后,试验组自我管理能力各维度和总评分较干预前提高,且试验组高于对照组(P<0.05)。结论与常规健康教育法相比,Teach-back健康宣教模式能有效地提高PICC带管出院患者自我管理能力。

基于德尔菲法构建再生障碍性贫血患者的健康教育方案

目的 基于德尔菲法构建再生障碍性贫血(AA)患者的健康教育方案,以期为AA患者提供科学的、合理的健康教育指导。方法 以知信行为理论基础,通过文献回顾、半结构式访谈法拟定健康教育方案的初稿,选取15名专家运用德尔菲法开展2轮咨询,基于专家建议对初稿的条目及维度进行修改,最终构建基于知信行理论的AA患者健康教育方案。结果 2轮专家函询问卷回收率均为100%;2轮专家函询中的专家权威程度(Cr)分别为0.893、0.885。第1轮函询中一级条目、二级条目、三级条目专家肯德尔协调系数分别为0.572、0.546、0.512(P<0.05),重要性赋值均数均大于2.97分,变异系数为0.05~0.23,满分率为19.95%~93.42%;第2轮函询中一级条目、二级条目、三级条目专家肯德尔协调系数分别为0.681、0.679、0.548(P<0.05),重要性赋值均数均大于4.08分,变异系数为0.00~0.17,满分率为25.00%~100.00%。最终形成AA患者的健康教育方案[包括3个一级指标(健康知识、健康信念、健康行为)、16个二级指标、55个三级指标]。结论 该研究构建的健康教育方案可信程度较高,指标体系权威性好,权重合理。

结构化研讨法在部队健康教育实用技能课程中的运用

为探索结构化研讨法在任职健康教育课程教学中的应用方式与效果,以来自基层部队的300名卫生警士为研究对象,运用结构化研讨法进行健康教育课程教学的组织与实施。教学实践显示,结构化研讨法可激发任职学员的课堂参与热情,挖掘其潜能,汇集其经验和智慧,能够达到教学相长的目的,该方法对于任职教育培训具有较好的适用性。

数字化时代社区健康教育融合与创新研究

该文探讨了在“互联网+”背景下的社区健康教育,着重关注数字化学习方式对社区健康水平的积极影响。研究结果表明,数字化学习方式有效提升了社区居民的健康意识,并促进了健康行为的积极改变,为社区健康水平的提升做出了积极贡献。然而,数字化学习方式在实施过程中也面临一系列挑战。该文提出了一系列针对性的策略,旨在促进数字化学习方式在社区健康教育中的持续发展与创新,为社区健康水平的改善提供可行的路径。这有助于解决实施过程中可能出现的问题,推动社区健康教育向更加智能化的方向发展和可持续发展。

线上直播联合回馈教学法在孕妇学校中的应用

目的 探讨线上直播联合回馈教学法在孕妇学校中的应用效果。方法 选择2019年1月至2022年8月在该院产检及分娩的584例孕产妇作为研究对象,其中2019年1月至2021年8月产检及分娩的孕产妇(308例)为对照组,2021年9月至2022年8月产检及分娩的孕产妇(276例)为试验组。对照组采用传统孕妇学校模式进行健康教育,试验组采用线上直播联合回馈教学法进行健康教育。分别对2组孕产妇听课情况、课程满意度、健康教育效果及分娩自我效能进行评价对比。结果 试验组孕产妇在听课次数、分娩自我效能、操作类课程满意度方面优于对照组,差异均有统计学意义(P<0.05)。2组孕产妇理论课程满意度比较,差异无统计学意义(P>0.05)。试验组孕产妇健康教育效果相较于对照组有待提高,差异有统计学意义(P<0.05)。结论 线上直播联合回馈教学法能提高孕妇的健康教育参与度及其分娩自我效能,但学习效果及学习满意度仍有待提高。

PBL+CBL教学模式在高校心理健康教育课中的应用探索

采用实验组控制组前后测研究设计,考察PBL结合CBL教学模式在高校心理健康教育课教学中的应用效果。结果表明,相比于以教师的教为中心的传统教学模式,学生在PBL结合CBL教学模式下的学习效果更好,尤其是知识类学习效果更好。而且学生对PBL结合CBL教学模式的教学效果满意度较高,在该教学模式下,学生收获较大。研究表明,PBL结合CBL教学法在高校心理健康教育课教学中有较好的教学效果,提升高校心理健康教育课的实践性和心理育人实效。

老年冠心病病人应用基于CGA的专科干预与反馈式健康宣教的效果观察

目的:探讨基于老年综合评估(CGA)的专科干预结合反馈式健康宣教在老年冠心病病人中的应用效果。方法:选取2020年10月—2022年10月本院收治的100例老年冠心病病人,采用随机数字表法分为甲组和乙组,各50例。甲组采用常规老年护理及健康教育,乙组予以基于CGA的专科干预联合反馈式健康宣教。观察两组应对方式、健康教育需求、自我管理能力及心脏不良事件发生情况。结果:与干预前相比,两组随访6个月的医学应对方式问卷(MCMQ)面对维度评分均升高,回避、屈服维度评分均降低,且乙组面对维度评分高于甲组,回避、屈服维度评分低于甲组,差异有统计学意义(P<0.05);两组随访6个月的心脏康复信息需求表(INCR)评分均低于干预前,冠心病自我管理量表(CSMS)评分均高于干预前,且乙组INCR评分较甲组低,CSMS评分较甲组高,差异有统计学意义(P<0.05);乙组随访6个月内心脏不良事件发生率低于甲组,差异有统计学意义(P<0.05)。结论:CGA下专科干预联合反馈式健康宣教能够改善老年冠心病病人对应对方式,满足其心脏康复健康教育需求,有助于提高病人自我管理能力,改善心脏不良事件控制效果。

维持性血液透析患者健康教育效果评价指标体系的构建

目的:构建维持性血液透析患者健康教育效果评价指标体系,为临床护理人员评估维持性血液透析患者健康教育效果提供依据。方法:以“知信行”理论、护理结局分类系统为指导,通过文献研究、半结构式访谈法、德尔菲法及层次分析法,确定维持性血液透析患者健康教育效果评价指标体系及各指标权重。结果:两轮专家函询的有效问卷回收率分别为94.74%和100%,专家权威系数分别为0.93和0.95,构建的维持性血液透析患者健康教育效果评价指标体系包含了一级指标3项,二级指标7项,三级指标71项。结论:本研究构建的维持性血液透析患者健康教育效果评价指标体系,能够为临床护理人员进行全面、科学的健康教育效果评价提供参照标准。

基于LEARNS模式构建维持性血液透析病人营养健康教育方案

目的:构建基于LEARNS模式的维持性血液透析病人营养健康教育方案,为临床实施“以病人为中心”的营养健康教育提供参考。方法:研究小组在文献研究、小组讨论基础上初步制定营养健康教育方案,采用德尔菲专家函询法对23名专家进行函询,结合条目筛选标准和专家建议,利用层次分析法确定条目权重,构建基于LEARNS模式的维持性血液透析病人营养健康教育方案。结果:2轮咨询专家积极系数为100.0%和91.30%,权威系数为0.874和0.891;变异系数为0.00~0.38和0.00~0.22,肯德尔和谐系数为0.205和0.222(P<0.01)。最终形成包括3个一级条目、32个二级条目的维持性血液透析病人营养健康教育方案。层次分析各级条目一致性系数(CR值)均<0.1。结论:构建的维持性血液透析病人营养健康教育方案具有较高的科学性和可行性,可以为维持性血液透析病人营养健康教育提供借鉴。

高甘油三酯血症性急性胰腺炎患者健康教育方案的构建

目的:构建高甘油三酯血症性急性胰腺炎(Hypertriglyceridemia Acute Pancreatitis,HTG-AP)患者的健康教育方案,为HTG-AP患者健康教育工作的开展提供借鉴。方法:通过文献回顾,并基于保护动机理论构建HTG-AP患者的健康教育方案初稿。2022年1月,邀请相关领域专家进行德尔菲专家咨询,对各级指标进行筛选和修改。结果:共对18名专家进行了2轮德尔菲专家咨询,2轮咨询专家积极性分别为94.7%和100.0%,专家权威系数为0.905,肯德尔和谐系数分别为0.297和0.115,所有条目的变异系数均<0.25。最终形成的HTG-AP患者健康教育方案包括威胁评估和应对评估2个一级指标,易感性、严重性、内部奖励、外部奖励、自我效能、反应效能、反应代价7个二级指标,以及19个三级指标。结论:该方案在构建过程中从动机角度出发,分析环境和人际关系对HTG-AP患者健康行为可能产生的影响,判断威胁HTGAP患者应对和避免不良行为的能力,能够为开展HTG-AP患者健康教育提供借鉴和指导。