对慢性病患儿及其父母教育干预的效果研究

Effectiveness of educational interventions in children with chronic diseases and their parents

摘要:

目的：评价针对慢性病患儿及其父母的教育干预措施的效果，为临床建立系统的针对慢性病患儿及其父母的教育干预项目提供依据。方法：50名慢性病患儿和75名慢性病患儿父母为研究对象。干预组为2007年8月至2008年1月住院的患儿及其父母,对照组为2007年2月~7月住院的患儿及其父母。患儿入院2 d后开始教育干预，内容包括疾病知识、自我管理、用药知识和应对技巧等。在患儿出院前1天、出院后3个月时评价两组患儿及患儿父母的知识水平、应激源、应对方式、心理状态及服药依从性。结果：教育干预后，干预组患儿父母及患儿的知识问卷得分均高于对照组(P<0.01)，应激源数均低于对照组(P<0.01，P<0.05)；干预组患儿父母“通过咨询和交流获取信息”的积极应对方式的使用频率高于对照组(P<0.05)；但两组患儿用药依从性差异无统计学意义(P>0.05)。结论：教育干预可以提高慢性病患儿及父母疾病知识水平，减少患儿及父母的应激源数，使父母更多地采用积极的应对方式，但对改善患儿及父母的焦虑、抑郁状态无明显作用。［中国当代儿科杂志，2010，12（6）：462-467］

Abstract:

OBJECTIVE: To evaluate the effectiveness of educational interventions in children with chronic illness and their parents. METHODS: Fifty children with chronic illness and 75 parents participated in the study. Children who were hospitalized between August 2007 and January 2008 and their parents received educational sessions and those who were hospitalized between February and July 2007 and who did not receive the sessions served as the control group. The content of the educational sessions included knowledge of chronic disease, drugs and self-care, and coping skills. The knowledge level, stressors, coping strategies, and psychological conditions of children with chronic illness and their parents were evaluated before discharge and three months after discharge. RESULTS: After educational interventions, the knowledge levels of children and their parents increased and the stressors decreased significantly in the intervention group compared with those in the control group. The children's parents in the intervention group used more active coping strategies (understanding the medical situations through communication with medical staff) than those in the control group. The differences in the medication compliance of children between the two groups were not found. CONCLUSIONS: The educational interventions may result in an improved knowledge level and decrease stressors in children and their parents, and improve stress coping strategies in parents. There is no evidence that the educational intervention can improve the psychosocial conditions of children and their parents.［Chin J Contemp Pediatr, 2010, 12 (6):462-467］