Effect of Diabetes Self-Management Education on Glycaemic Control in Sudanese Adults with Type 2 Diabetes

Research Background: The high prevalence of diabetes in Sudan, estimated at 16%, highlights the importance of effective health education in diabetes management. Diabetes self-management education has been identified as a crucial tool in enhancing the knowledge, attitudes, and abilities necessary for self-management among individuals with diabetes. Aim: To assess the impact of diabetes self-management education on medication adherence and glycemic control in Sudanese adults with type 2 diabetes before and 3 months after the DSME intervention. Method: The study was conducted in Sudan between September 2022 and March 2023, it was an interventional, one-group, pre- and post-test study that aimed to assess the impact of diabetes self-management education (DSME) on medication adherence and diabetes control in Sudanese adults with type 2 diabetes. The research was conducted in primary health care centers in six cities in Sudan and involved 244 participants. The data entry and statistical analysis were conducted using the Statistical Package for Social Sciences version 27.0. A paired t test was used for analysis. Results: The study included 244 participants, 67% of whom were males. The age mean ± SD was 48.6 ± 9.3 years, and 85.3% of participants were married. Age at onset of diabetes mean ± SD was 40.60 ± 7.81 years;44.6% had diabetes for less than 5 years;and 84.1% had a positive family history of diabetes mellitus. The levels of poor, low, and partial adherence to medication decreased by 8.2%, 4%, and 20.6%, respectively, after the intervention. The levels of good and high medication regime adherence increased by 13% and 19.8%, respectively;BMI decreased by 1.1 ± 0.73 kg/m2 (p = 0.005). The fasting blood sugar decreased by 69 ± 32.9 mg/dl (p = 0.049), and the glycated hemoglobin decreased by 1.21 ± 0.28% (p = 0.001). Conclusions: The findings of this study reinforce the importance of patient education in improving glycemic control and enhancing self-management behaviors. Patient education plays a critical role in enhancing glycemic control and self-management behaviors. It is essential for healthcare providers to adopt a patient-centered approach, taking into account the individual's beliefs, attitudes, and knowledge about their illness and treatment. Overcoming these challenges necessitates a comprehensive approach, including enhancing healthcare professionals’ knowledge and communication skills, offering accessible and culturally sensitive diabetes education programs, and addressing barriers to resources and support for self-management.

Diabetes self-management education:Benefits and challenges

Diabetes mellitus has spread throughout many nations of the world and is now a serious threat.A lack of patient self‑management has been linked to this drain on global health.The consequences of diabetic patients’poor self‑management have increased a variety of complications and lengthened hospital stays.Poor information and skill acquisition have been linked to poor self‑management.Participating in a co‑operative approach known as diabetes self‑management education will help diabetes patients who want to successfully self‑manage their condition and any associated conditions.Information is one of the most important components of a diabetes management strategy.In conclusion,numerous studies have shown that patients with diabetes have poor self‑management skills and knowledge in all areas,making training in diabetes self‑management necessary to minimize the complications that may result from diabetes mellitus among the patients.This review discussed the severity of diabetes mellitus,diabetes self‑management,and the benefits and challenges of diabetes self‑management,which may aid individuals in understanding the significance of diabetes self‑management and how it relates to diabetes self‑care.

Preferences of Persons with Type 2 Diabetes for Diabetes Self-Management Education Interventions: An Exploration

Objectives: Treatment preferences affect treatment engagement, adherence and outcomes. There is limited knowledge of patients’ preferences for Diabetes Self-Management Education (DSME). This study explored the preferences of Canadians with diabetes for components, mode and dose for implementing DSME interventions. Methods: A cross-sectional design was used. Adults with diabetes completed a questionnaire to assess participants’ preferences for components (i.e. content), mode (i.e. teaching strategies, delivering formats) and dose (i.e. number and length of sessions) of DSME. Descriptive statistics were used to analyze the data. Results: Participants (n = 100) were middle-aged men and women, who had diabetes for 6.1 years and previously received (95.0%) DSME. They indicated preference for DSME to include a combination of educational, behavioral and psychological components;to be delivered in individual, face-to-face sessions (4 sessions, 60 minutes each, given monthly) that allowed discussion with one diabetes educator to develop and carry out a care plan. Conclusions: Diabetes educators may consider eliciting patient’s preferences and tailoring DSME to fit patients’ preferences. Delivering interventions that are consistent with patients’ preferences increases their motivation to engage in intervention, satisfaction and adherence to treatment and achievement of desired outcomes.

Impact of Asthma Educational Intervention on Self-Care Management of Bronchial Asthma among Adult Asthmatics

Asthma is one of the most common chronic diseases worldwide [1]. Despite advancement in science and technology and pharmacological revolutions, worldwide asthma prevalence is uncontrolled, morbidity and mortality from asthma. The most common reasons are non adherence to treatment, poor knowledge and skills in disease management [2]. Aim: The study aims to assess the impact of Asthma Education on self care management among Bronchial asthma patients. Objectives: 1) to assess the knowledge on self care management of Bronchial asthma;2) to develop and administer the Asthma educational intervention on self care management of asthma;3) to evaluate the impact of Asthma educational intervention on patient knowledge levels in comparison of pre and post test scores. Design: Quasi experimental Pre test-post test design was chosen. Methods: Study was done to assess the effectiveness of structured asthma education program on self care management of Bronchial asthma. Thirty patients, meeting the inclusive criteria, were selected by simple random sampling, and were tested for their knowledge levels on identification of asthma triggers, and warning signs, adherence to specified drugs, diet and breathing exercises. Based on the patient needs, structured education program was developed, validated and administered. Two weeks after administering structured asthma education, post-test was conducted. The Pre-test and Post-test scores were compared to evaluate the effectiveness of the Asthma education. Results: There was significant enhancement on knowledge levels on four areas of assessment and education. After asthma education the knowledge levels on disease process raised from minimum of 10% in the pre test to 77.50% in the post test. The knowledge scores on asthma triggers and warning signs enhanced 12% to 72%. The area of self monitoring and management records a rise in knowledge levels from 20% minimum scoring in pre test to 82.5% in the post test. The scores in diet, breathing exercises and adherence to drugs rose from 12.5% to 72.5% after asthma education. Conclusion: The findings reveal that educating patients remarkably increased their knowledge levels, which facilitate their behavioral modification thus enhances their self-care. Effective self care management at home level decreases asthma related morbidity and frequent visit to hospitals.

The Improving Effects of Diabetes Education on Diabetes Awareness and Management in Children and Adolescents with T1DM

Background: Diabetes education is crucial in empowering persons with Type 1 diabetes (T1DM) and their families to properly manage the condition by providing comprehensive knowledge, tools, and support. It boosts one’s belief in their ability to succeed, encourages following medical advice, and adds to the general enhancement of health. Objective: This study is to investigate the effectiveness of diabetes education in empowering individuals with Type 1 Diabetes Mellitus (T1DM) and their families to effectively manage the condition. Furthermore, it strives to improve nursing care for families whose children have been diagnosed with Type 1 Diabetes Mellitus (T1DM). Design: This research study investigates the efficacy of diabetes education in empowering individuals with Type 1 Diabetes Mellitus (T1DM) and their families to effectively handle the condition. Materials and Methods: A systematic search was conducted between the years 2000 and 2022, utilizing the Medline and Google Scholar databases. The purpose of the search was to uncover relevant papers pertaining to diabetes education, management of Type 1 Diabetes Mellitus (T1DM), nurse care, and empowerment. The search focused on peer-reviewed research, clinical trials, and scholarly articles that evaluated the efficacy of diabetes education in empowering individuals and families. Results: Diabetes education is crucial for understanding and controlling T1DM. It includes personalized sessions, webinars, group classes, and clinics that provide customized therapies. Comprehensive education enhances glycemic control and family dynamics. Nevertheless, the implementation of diabetes education for families requires specific standards, especially in the field of nursing. Conclusion: Diabetes education is essential for effectively managing Type 1 Diabetes Mellitus (T1DM), providing patients and families with crucial knowledge, resources, and confidence. It encourages independence in-home care and provides explicit guidelines for diabetic nurses to improve nursing care.

Effectiveness of the flipped classroom on the development of self-directed learning in nursing education:a meta-analysis

Objectives: To examine the best practice evidence of the effectiveness of the flipped classroom（FC） as a burgeoning teaching model on the development of self-directed learning in nursing education.Data sources: The relevant randomized controlled trial（RCT） and non-RCT comparative studies were searched from multiple electronic databases including PubMed, Embase, Web of Science, Cumulative Index to Nursing and Allied Health Literature（CINAHL）, Cochrane Central Register of Controlled Trials（CENTRAL）, Wanfang Data, China National Knowledge Infrastructure（CNKI）, and Chinese Science and Technology Periodical Database（VIP） from inception to June 2017.Review methods: The data were independently assessed and extracted for eligibility by two reviewers. The quality of included studies was assessed by another two reviewers using a standardized form and evaluated by using the Cochrane Collaboration’s risk of bias tool. The self-directed learning scores（continuous outcomes） were analyzed by using the 95% confidence intervals（Cls） with the standard deviation average（SMD） or weighted mean difference（WMD）. The heterogeneity was assessed using Cochran’s I;statistic.Results: A total of 12 studies, which encompassed 1440 nursing students（intervention group = 685, control group = 755）, were eligible for inclusion in this review. Of 12 included studies, the quality level of one included study was A and of the others was B. The pooled effect size showed that compared with traditional teaching models, the FC could improve nursing students’ selfdirected learning skill, as measured by the Self-Directed Learning Readiness Scale（SDLRS）, Self-Directed Learning Readiness Scale for Nursing Education（SDLRSNE）, Self-Regulated Learning Scale（SRL）, Autonomous Learning Competencies scale（ALC）, and Competencies of Autonomous Learning of Nursing Students（CALNS）. Overall scores and subgroup analyses with the SRL were all in favor of the FC.Conclusions: The result of this meta-analysis indicated that FCs could improve the effect of self-directed learning in nursing education.Future studies with more RCTs using the same measurement tools are needed to draw more authoritative conclusions.

Status of Understanding of the Disease and Self-Management Behavior among Patients with Hypertension

Background: Hypertension is a lifestyle-related disease that has no subjective symptoms but could lead to severe complications. The goals of treatment for hypertension are to maintain blood pressure with medications and prevent complications. Measuring blood pressure at home regularly is critical for patients with hypertension. Purpose: This study aimed to 1) clarify the status of patients’ understanding of hypertension and self-management, 2) identify nursing practices that could support patients with hypertension in making them aware of the need for understanding hypertension, monitoring blood pressure at home, and engaging in self-management. Method: A questionnaire survey on understanding of the disease and self-management behavior was conducted among patients with hypertension who regularly visited outpatient clinics. As for data analysis, descriptive statistics were computed for patients’ attributes, clinical findings, understanding of the disease, and self-management behavior. Cross-tabulation and the chi-square test were used for each item on understanding of the disease and self-management behaviors. Results: Data were obtained from 150 participants (93 males and 57 females) with a mean age of 70 years. Patients with a higher understanding of the disease and those who were aware of the target blood pressure were more likely to engage in self-management behavior, including monitoring blood pressure at home, ensuring regular outpatient visits, and consulting with nurses or physicians. In addition, the percentage of patients who recognized the need to achieve their target blood pressure was higher among those who had a spouse and lived with their family. Discussion: Regular monitoring and recording of blood pressure at home are the most important self-management behaviors. Understanding of the disease and self-management behavior and support from the family are critical for maintaining appropriate self-management. Therefore, in cooperation with physicians, nurses should provide health education to patients and their families to enable them to perform appropriate self-management. Health expenditures increase with age, especially in those aged 65 years and over. The prevalence of hypertension increases with age;patients aged 65 years and over need to engage in self-management to maintain their target blood pressure. Nurses should provide patients with hypertension aged 65 years and over with appropriate nursing care to enable them to measure and record their blood pressure at home appropriately and regularly. Appropriate nursing care may help reduce the health expenditure. This may help reduce the health expenditure.

基于住院-院后-门诊形式全程健康教育模式对2型糖尿病患者实施健康教育的效果研究

目的探讨应用全程健康教育模式对首次住院2型糖尿病患者实施健康教育的效果评价。方法选取2021年6月1日—2022年12月1日在滨州医学院附属医院住院的2型糖尿病患者130例,采用便利抽样法分为观察组和对照组,每组65例。对照组给予常规健康教育干预,观察组在常规健康教育基础上给予住院-院后-门诊形式全程健康教育模式干预。比较两组患者干预前后一般自我效能(GSES)评分、自我管理能力(SDSCA)评分、空腹血糖(FBG)、餐后2小时血糖(2 hPG)、糖化血红蛋白(HbA_(1c))的变化。结果干预后,观察组患者GSES评分、SDSCA评分、FBG、2 hPG、HbA_(1c)均优于对照组,差异有统计学意义(P<0.05)。结论基于住院-院后-门诊形式全程健康教育可提高2型糖尿病患者自我效能、自我管理能力,有利于血糖控制及稳定。

A nationwide survey of diabetes education, self-management and glycemic control in patients with type 2 diabetes in China

Background Diabetes management could be improved by diabetes education, through influencing attitudes towards diabetes, knowledge and behaviors of patients. The purpose of this study was to characterize the impact of diabetes education on glycemic control, and to assess the attitude, knowledge and self-care behavior in patients with type 2 diabetes in China. Methods This questionnaire-based survey was conducted in 50 medical centers across China from April to July of 2010. The patients with type 2 diabetes were eligible for the study. The information of glycemic control and diabetes education was collected. The diabetes attitude scale-3 formulae, a questionnaire of diabetes knowledge and Summary of Diabetes Self-care Activities scale were used to assess attitude, knowledge and the self-care of patients, respectively. Results Among the 5961 eligible respondents （3233 males; mean age （59.50＋12.48） years; mean hemoglobin Alc （HbAlc） （8.27＋2.23）%）, most patients （79.8%） considered themselves educated on diabetes. Compared with patients without diabetes education, their educated counterparts showed significant lower value of HbAlc, after controlling for age, gender, body mass index and duration of diabetes （P 〈0.01）. The patients who received diabetes education also performed significant higher scores on attitude, knowledge and self-care than their uneducated counterparts. Patients with lower income or education level tended to have higher glucose levels, and showed lower percentage of patients received diabetic education. Conclusions Chinese patients with diabetes education achieved better glycemic control than un-educated patients. Our study indicates effort is required to provide professional education to patients, with emphasis on lower income and lower education level populations.

WJD 5^(th) Anniversary Special Issues(2): Type 2 diabetes Structured SMBG in early management of T2DM: Contributions from the St Carlos study

Diabetes mellitus type 2(T2DM)is a global pandemic that will affect 300 million people in the next decade.It has been shown that early and aggressive treatment of T2DM from the onset decreases complications,and the patient’s active role is necessary to achieve better glycemic control.In order to achieve glycemic control targets,an active attitude in patients is needed,and selfmonitoring of blood glucose(SMBG)plays a significant role.Nowadays,SMBG has become an important component of modern therapy for diabetes mellitus,and is even more useful if it is performed in a structured way.SMBG aids physicians and patients to achieve a specific level of glycemic control and to prevent hypoglycemia.In addition,SMBG empowers patients to achieve nutritional and physical activity goals,and helps physicians to optimize the different hypoglycemic therapies as demonstrated in the St Carlos study.This article describes the different ways of using this educational and therapeutic tool from the medical point of view as well as from the patient’s perspective.

A study evaluating the effect of Educational Needs Assessment Tool (ENAT) focused patient education, on health outcomes in patients with Rheumatoid Arthritis: Protocol of an ongoing study

Aims and objectives: To evaluate the effectiveness of a patient education tool (the ENAT) on self efficacy, patient knowledge, health outcomes and its usability in practice. Background: The effectiveness and value of patient education in rheumatoid arthritis have been questioned. The ENAT was developed to help the nurses to provide more focused, individualized and relevant education. The psychometric properties of the ENAT have been assessed. Design: This study is a single blind randomized controlled trial using both quantitative and qualitative methodology. The primary outcome is patient self efficacy. Secondary outcomes are physical function, psychological status, pain levels, social interaction and patient knowledge of disease. Methods: 130 RA patients will be randomized into an experimental (EG) or control group (CG). The EG patients will complete the ENAT prior to seeing a Clinical Nurse Specialist (CNS) at weeks 0, 16 and 32. The CNS will use the ENAT as a template to meet patients perceived educational needs in addition to the usual care. The CG will receive their usual care from the CNS without the aid of the ENAT. To determine the ENAT’s usability, semi-structured quailtative interviews will take place with the practitioners and a sample of patients once they have completed the quantitative arm of the study. Results: The study commenced in April 2011 and the results are expected to be available after April 2013. Conclusions: It is hypothesized that nurses’ use of the ENAT will lead to increased patient self efficacy, and improved patient knowledge and health outcomes among the patients who used it. Furthermore, it is hypothesized that the ENAT will be easy for staff and patients to use. Relevance to clinical practice: The ENAT was developed to assess the perceived educational needs of patients with rheumatoid arthritis and thus help the nurses to provide more focused, individualised and relevant education.

Impact of Education on Productivity:A Model in China

Improving the quality of human resources through edu-cation and training is of great strategic significance.However, few people have done in depth and systematicstudies on the relationship between education and pro-ducttvity in China. This study developed an educationproductivity transform model and empirically tested themodel using data on the most districts of China. The ba-sic notion is that the effect depends both on the capabilityresulted from education, and on the environment inwhich this capability can be exercised, the effect is a re-sult of two factors combined.

特应性皮炎-哮喘病人自我管理知识图谱的构建

目的:构建特应性皮炎-哮喘病人自我管理知识图谱。方法:参考《特应性皮炎全程管理共识》《中国特应性皮炎诊疗指南(2020版)》《支气管哮喘防治指南(2020年版)》《支气管哮喘患者自我管理中国专家共识》等相关指南、专家共识和权威教科书,整理特应性皮炎和哮喘相关文献、书籍等,文献检索时限为2013—2023年。采用人工标注和计算机处理相结合的方式构建知识图谱。结果:构建了以病人自我管理为核心的特应性皮炎-哮喘知识图谱,包括疾病知识、用药指导、疾病监测与自我管理、生活指导及预防5个方面内容。结论:构建的知识图谱以健康教育为主,系统展现特应性皮炎-哮喘相关知识,可以清晰、直观地展示疾病之间的联系以及自我管理各方面实践内容,指导病人避免诱发和/或加重因素,坚持长期科学管理,从而降低疾病的复发频率和/或复发程度,提高病人生活质量。

服装专业课程思政教学路径研究--以服装质量管理课程为例

在服装专业课程的教学过程中,由于存在课程体系西化、课程价值引导不成体系、缺乏中国元素、专业概念的抽象性等原因,导致出现难以融入课程思政元素的困境。教学团队从中国服饰历史传统文化、融入中国故事、宣扬红色文化、关联科技时政、生态文明等切入点出发,在服装质量管理课程教学过程中不断融入政治认同、专业自信、文化自信、科学精神、生态文明和社会责任感等思政元素,探索出一套服装质量管理课程思政的教学方法,为传统服装专业课程开展思政教学提供了思路。

Teach-back健康教育模式在冠心病患者PCI术后临床护理中的应用研究

目的评价Teach-back健康教育模式在冠心病患者经皮冠状动脉介入(PCI)术后临床护理中的应用效果。方法该研究为随机对照试验。选取2023年6月至2024年3月东莞市厚街医院进行PCI治疗的100例冠心病患者为观察对象,按照随机抽样原则分为对照组与研究组,各50例。对照组男31例,女19例,年龄32~71(53.68±9.98)岁,病程(2.58±1.13)年,接受常规健康宣教;研究组男32例,女18例,年龄33~71(56.86±10.21)岁,病程(2.69±0.97)年,接受Teach-back健康教育干预。干预周期从入院当天至出院1周。比较两组患者干预前、后的自我护理能力、出院准备度评分,以及住院患者满意度。采用χ^(2)检验、t检验进行统计分析。结果干预后,研究组患者自我护理能力总分高于对照组[(138.84±5.50)分比(107.60±6.79)分],差异有统计学意义(t=-25.28,P<0.05);研究组出院准备度总分高于对照组[(103.54±6.94)分比(85.32±6.60)分],差异有统计学意义(t=-13.45,P<0.05)。研究组住院满意度评分低于对照组[(13.52±1.76)分比(30.28±3.87)分],差异有统计学意义(t=27.86,P<0.05)。结论Teach-back健康教育模式可提高健康教育效果,提升冠心病患者PCI术后健康教育知识掌握程度,促进患者健康信念,增强自我管理能力。

Lifestyle Changes in Diet and Physical Activities after Group Education for Type 2 Diabetes—The Active Ingredient in the Education. A Qualitative Study

Background: Diabetes self-management education (DSME) for patients with type 2 diabetes requires efficient teaching methods that make patients want to change lifestyle in terms of their diabetes. The study looks at what may be the active ingredient in this DSME. Objective: To explore how participants in DSME, with an interactive learning method, experienced changes in relation to diet and physical activity. Method: We studied possible changes in diet and physical activity by semi-structured individual interviews of 16 participants attending DSME. Results: Before the DSME, the participants felt insecure about what to eat, and they expressed little interest in changing their physical activity. Just after the DSME, they were more optimistic about diet because they had learned how to interpret food labels and compose their meals. Furthermore, they had experienced the benefit of physical activity in relation to their blood glucose levels. Behavior changes appeared to persist the following half year. We discuss the findings in light of the principles of interactive learning. The participants experienced an effect of their behavior changes, and blood glucose measurement was used as a tool to gain control and reach a state of well-being. Conclusion: From being insecure about what to eat, the patients acquired knowledge to handle their diet through the DSME. They learned how to compose their meals and use physical activity to regulate their blood glucose. We suggest that the interactive learning used in the DSME was an active ingredient that led to changes in behavior and should be considered as an educational method in DSME for patient with type 2 diabetes.

Teach-back法在PICC置管患者健康教育中的应用

目的PICC置管患者采用Teach-back法进行健康教育的意义。方法研究选择84例在2018年1月至2018年8月在我院头颈乳腺外科行PICC置管的患者,并随机分成2组,即:实验组与对照组,42例/组。其中对照组实施常规护理健康教育,实验组患者实施Teach-back法健康教育,通过调查问卷法对两组患者的自我效能感和自我管理能力进行比较,同时记录两组患者的并发症及意外事件情况。结果实验组患者在自我管理能力、自我效能感方面强于对照组,对比差异明显,具有统计学价值(P<0.05);实验组的并发症率明显小于对照组,对比差异明显,具有统计学价值(P<0.05)。结论PICC置管患者采用Teach-back法进行健康教育,能有效提升患者对疾病知识的认知程度,增强自我认同感,提高管道护理能力,可有效规避并发症及意外事件风险,因此该种护理模式值得推广。

基于学生分类发展的本科教学管理制度变革--以“自我-社会认识”为分析视角

基于行政导向和教师导向的传统本科教学管理制度虽然在一定程度上也考虑了学生的发展需求,但是总体来说,仍然存在着同一性和控制性的缺陷。基于学生的"自我-社会认识"和大学教育的"射程"两个维度,可以把学生分为高度匹配型、独立型、被动顺应型和排斥型等几种类型。按照学生的不同类型来创新教学管理制度,形成多样化和更为自主性的管理范式,有利于调动学生学习积极性,深化教学分类管理改革,促进学生成长成才成功。

基于信息-知识-信念-行为模式的健康教育在胶质瘤术后化疗患者中的应用效果

目的探讨基于信息-知识-信念-行为(IKAP)模式的健康教育在胶质瘤术后化疗患者中的应用效果。方法采用随机数字表、单盲法将82例胶质瘤患者分为观察组和对照组,每组41例,对照组给予常规健康宣教,观察组在对照组基础上给予基于IKAP模式的健康教育干预。比较两组患者的心理状态[焦虑自评量表(SAS)和抑郁自评量表(SDS)]、自我管理能力[中文版癌症自我管理效能量表(SUPPH)]、癌因性疲乏程度[中文版癌症疲乏量表(CFS)]、生活质量[简明健康状况调查问卷(SF-36)]和并发症发生情况。结果干预后,两组患者的SDS、SAS、CFS量表各维度评分及总分均低于本组干预前(P﹤0.05),且观察组患者SDS、SAS、CFS量表各维度评分及总分均低于对照组(P﹤0.05)。干预后,两组患者SUPPH、SF-36量表各维度评分及总分均高于本组干预前(P﹤0.05),且观察组患者SUPPH、SF-36量表各维度评分及总分均高于对照组(P﹤0.05)。观察组干预期间并发症总发生率为19.51%,低于对照组患者的41.46%(P﹤0.05)。结论基于IKAP模式的健康教育可有效缓解胶质瘤化疗患者的焦虑抑郁情绪、提高自我管理能力,对改善患者的生活质量和癌因性疲乏有积极意义,可有效减少并发症的发生风险。

基于信息-动机-行为技巧模型的健康教育在永久性膀胱造瘘患者中的应用

目的探究基于信息-动机-行为技巧(IMB)模型的健康教育在永久性膀胱造瘘患者中的应用效果.方法选择2015年7月至2017年3月本院门诊就医就诊携带永久性膀胱造瘘管的男性患者108例,随机将所选患者分为试验组和对照组,各54例.对照组患者实施传统的健康教育,试验组实施基于IMB模型下的健康教育,随访1年,分别评价干预前后自我效能及自我管理行为,统计两组干预后患者并发症发生情况及干预前后生活质量的变化.结果试验组干预后自我效能(症状管理、疾病共性管理)及自我管理行为(认知性症状管理、与医生的沟通)得分均明显提高,与同组干预前比较,差异均有统计学意义(均P< 0.05),与对照组干预后比较,差异均有统计学意义(均P<0.05);两组出现的并发症有堵管、结石、感染、膀胱痉挛,干预后试验组并发症的发生率(7.41%)及未按时换管率(7.41%)均明显低于对照组(37.04%、31.48%),均P< 0.05;SF-36量表测试结果显示试验组干预后各功能评分均明显提高,生活质量得到明显改善,与同组干预前比较,差异均有统计学意义(均P< 0.05),与对照组干预后比较,差异均有统计学意义(均P< 0.05).结论 IMB模型下健康教育模式有利于提高永久性膀胱造瘘患者的自我效能及自我管理行为,减少患者并发症的发生,提高患者的生活质量,值得在临床推广使用.