健康教育对精神分裂症病人出院后依从性的影响

目的了解精神分裂症出院病人对精神疾病及依从性相关知识的认识；探讨实施健康教育对提高精神分裂症出院后依从性的影响。方法采用自行设计调查问卷了解42例出院精神分裂症病人对精神疾病相关知识的认知；在实施健康教育前、后评估病人依从性的变化，并对其进行NOSIE-30量表评定。结果教育前71．42％精神分裂症病人对精神疾病知识认识不足，经健康教育后69．04％病人在出院期间遵医知识及行为有所改善（P〈0．05）。少数因环境因素而未继续治疗。结论健康教育对提高精神分裂症病人出院后依从性有促进作用，出院后依从性教育应以提高服药依从性为主要内容，维持治疗中应重视家属的监护作用，以便有利于进行科学地家庭管理，保持维持治疗的有效性。     

健康教育对精神分裂症病人出院后依从性的影响

目的了解精神分裂症出院病人对精神疾病及依从性相关知识的认识;探讨实施健康教育对提高精神分裂症出院后依从性的影响。方法采用自行设计调查问卷了解42例出院精神分裂症病人对精神疾病相关知识的认知;在实施健康教育前、后评估病人依从性的变化,并对其进行NOSIE-30量表评定。结果教育前71.42%精神分裂症病人对精神疾病知识认识不足,经健康教育后69.04%病人在出院期间遵医知识及行为有所改善(P<0.05)。少数因环境因素而未继续治疗。结论健康教育对提高精神分裂症病人出院后依从性有促进作用,出院后依从性教育应以提高服药依从性为主要内容,维持治疗中应重视家属的监护作用,以便有利于进行科学地家庭管理,保持维持治疗的有效性。     

首发精神分裂症患者出院后家属健康教育计划实施效果

目的:提高患者家属对精神分裂症相关知识的科学认识,改善家属和患者对出院医嘱的依从性。方法:将63例临床治愈的精神分裂症首发患者随机分为观察组32例和对照组31例,两组患者家属均接受出院指导。观察组患者出院时建立家属健康教育登记表并做出院指导,以后分3次结合患者院外康复情况,对家属实施相应教育。结果:观察组患者家属两次复诊时健康知识测查成绩优于对照组,非遵医行为人数低于对照组。结论:帮助出院后的家属科学认识精神分裂症,提高其指导和帮助患者院外康复治疗的能力,有利于精神分裂症患者的康复。     

Understanding discharge instructions after vascular surgery: an observational study.

Patient education is a dynamic ongoing process that occurs from admission to discharge. Vascular surgery is an intensive procedure that causes stress to patient and family members. High stress levels in patients are a barrier to learning. There is a large body of knowledge available on patient education. However, research is lacking on patient retention of discharge instructions after vascular surgery. This study describes patient responses to 4 questions that were asked 3 days after in-hospital teaching was completed by a registered nurse regarding either femoral-popliteal bypass surgery or abdominal aortic aneurysm repair surgery.     

健康教育处方在经尿道前列腺电切术后患者出院指导中的应用

目的 为了提高经尿道前列腺电切术后患者及家属健康教育的有效性,对健康教育的方式进行探讨.方法 将经尿道前列腺电切术后380例患者随机分为观察组和对照组各190例,观察组患者及家属出院指导采用健康教育处方的形式,对照组患者及家属出院指导采取传统口头式教育.比较2组疾病相关知识知晓率及并发症发生情况.结果 观察组患者及家属教育后相关知识的知晓率高于对照组,并发症的发生率显著低于对照组.结论 采用健康教育处方对经尿道前列腺电切术后患者及家属进行健康教育,保证了健康教育的有效性,同时减少了并发症的发生,提高了患者的生活质量.     

An ethnographic study of the process of medication discharge education (MDE)

Medication discharge education (MDE) is an essential component of the hospital discharge process. It is especially important for older persons with heart disease because they are among the highest users of hospital care. Accurate management of medications is believed to be one strategy to prevent or delay hospitalization. Despite its accepted importance, there is little documented research about patient education in general, or MDE in particular. This ethnographic study collected interview, observational, and document data from older persons with heart disease, family members, nurses and medical records in order to describe the process of MDE. MDE was found to be both structured and unstructured, uncoordinated, and driven by accreditation guidelines. Older patients and their family members valued MDE, especially when information was personalized, provided orally and reinforced in writing. Suggestions for improving the effectiveness of MDE are offered.     

对慢性心力衰竭患者家属实施健康教育的效果评价

目的 探讨对慢性心力衰竭患者家属实施健康教育对慢性心力衰竭患者疗效的影响.方法 将150例有家属陪护的慢性心力衰竭患者随机分成观察组和对照组各75例.观察组对患者进行常规健康教育,同时对其家属实施健康教育;对照组只对患者本人实施健康教育.15d后比较观察组患者家属对疾病相关知识掌握情况的变化;2组患者出院6个月后,采用电话回访调查2组患者再住院情况.结果 观察组患者家属在实施健康教育后掌握疾病相关知识的程度比教育前显著提高;出院6个月后观察组患者再次住院率13.3%,显著低于对照组的44.00%.结论 对慢性心力衰竭患者家属实施健康教育可提高患者的疗效,减少病情复发,降低再住院率.     

影响精神病患者家属疾病知识水平的相关因素调查

目的了解精神病患者家属精神疾病知识水平,分析其影响因素,为有针对性地开展健康教育提供依据。方法采用自行设计的患者家属疾病相关知识调查表对265例门诊和住院患者家属进行调查。结果家属对精神疾病相关知识测评的总体正确回答率为55．6％;在调查的9个知识条目中,患者有哪些精神症状条目的回答正确率最高（89．8％）,患者所服药物的副作用（36．2％）及精神病的病因是什么条目的回答正确率最低（37．0％）。患者为女性、调查时正在住院、诊断为精神分裂症、病程〉24个月、年龄26岁一45岁等临床特征的家属,其疾病知识水平显著高于其他类别患者的家属（P均〈0．05或0．01）;家属为大学以上文化、脑力工作为主／退休工作者、通过医护宣教获得相关知识等临床特征的家属,其疾病知识水平显著高于其他类别的家属（P均〈0．05或0．01）。结论精神病患者家属精神疾病知识水平较低;患者的临床特征和家属自身特征均可影响其知识水平高低,有针对性地对患者家属开展疾病知识的健康教育非常必要。     

An evaluation of stroke education in AVAIL registry hospitals

The purpose of this study is to explore factors associated with recall of medication education and satisfaction with healthcare provider communication in patients with acute stroke or transient ischemic attack. This is an analysis of data from the AVAIL (Adherence Evaluation of Acute Ischemic Stroke Longitudinal) study. At 3 months after discharge, 2,219 stroke patients from 99 sites were interviewed and asked about their perceptions of education and communication with their healthcare providers as well as their current medication use and knowledge. Results show that less than 2% of the respondents reported not understanding how to take their medications, 4% did not know how to refill their medications, and 5% did not know the reason they were taking them. A vast majority (92%) of participants reported high levels of satisfaction in their communications with healthcare providers after discharge. Although overall understanding and satisfaction was high, older subjects were less likely to recall receiving medication information at discharge or to understand their medications. Similarly, African Americans and patients discharged from an academic hospital were less likely to report receiving a written medication list. This report highlights the success of education efforts and potential areas for additional improvement.     

Venous thromboembolism knowledge among older post-hip fracture patients and their caregivers

Patient education about venous thromboembolism (VTE) prevention is needed to prevent complications and costly re-hospitalization. Nurses are uniquely positioned to provide vital education as patients transition from the inpatient setting to after discharge. Still, little is known about patient knowledge deficits and those of their caregivers. The purpose of this study was to explore VTE prevention knowledge in a sample of older hip fracture patients and family caregivers. At the time of hospital discharge, surveys were completed by hip fracture surgery patients (≥65; n = 30) and family caregivers (n = 30). Participants reported needs for more prophylactic anticoagulation and side effects education. Mean education satisfaction was 3.49 out of 5 among patients and 3.83 among caregivers. Focused patient education regarding the wisdom of VTE prevention, potential risks involved, and patient and caregiver roles in advocating for better prevention measures is needed for these patients at risk for hospital readmission secondary to VTE.     

精神科陪护与非陪护病房健康教育效果评价

目的探讨精神科陪护病房与非陪护病房健康教育效果的差异性。方法按住院病区不同分别抽取陪护病房50例患者设为陪护组,非陪护病房50例患者设为非陪护组,非陪护组接受常规健康教育,陪护组患者与家属分三个阶段同时进行健康教育。于入院时及出院时采用简明精神病评定量表评定临床疗效,并比较两组住院天数、健康教育达标率。结果出院时两组简明精神病评定量表评分均较入院时有显著下降（P〈0．01）,两组间比较均无显著性差异（P〉0．05）;但陪护组住院天数显著少于非陪护组（P〈0．01）,而出院时健康教育达标率显著高于非陪护组（P〈0．05）。结论陪护病房健康教育存在双重性、短暂性、排斥性、反作用性等特异性,但效果优于非陪护病房。     

Patients’ and Family Members’ Experiences of a Psychoeducational Family Intervention after a First Episode Psychosis: A Qualitative Study

The objective of this study is to explore patients’ and family members’ experiences of the different elements of a psychoeducational family intervention. A qualitative, explorative study was performed based on digitally recorded in-depth interviews with 12 patients and 14 family members. The interview data were transcribed in a slightly modified verbatim mode and analysed using systematic text condensation. Six themes that both patients and family members experienced as important in the family intervention were identified: alliance, support, anxiety and tension, knowledge and learning, time, and structure. A good relationship between the group leaders and participants was essential in preventing dropout. Meeting with other people in the same situation reduced feelings of shame and increased hope for the future. Hearing real life stories was experienced as being more important for gaining new knowledge about psychosis than lectures and workshops. However, many patients experienced anxiety and tension during the meetings. The group format could be demanding for patients immediately after a psychotic episode and for those still struggling with distressing psychotic symptoms. Group leaders need to recognise patients’ levels of anxiety before, and during, the intervention, and consider the different needs of patients and family members in regards to when the intervention starts, the group format, and the patients’ level of psychotic symptoms. The findings in the present study may help to tailor family work to better meet the needs of both patients and family members.     

老年痴呆病人家属的家庭护理知识教育

通过对232例老年痴呆病人家属进行痴呆病人家庭护理知识教育,包括根据痴呆病人的疾病特点制订教育内容,重视对家属及病人进行基本的生活照顾、饮食护理、家庭安全护理、心理护理、生活能力训练等知识的教育.结果明显改善了老年痴呆病人出院后的生活质量.     

肝癌介入治疗病人家属健康教育需求的调查与分析

目的了解肝癌介入治疗病人家属健康教育需求。方法采用自设问卷对60名肝癌介入治疗病人家属进行调查。结果肝癌病人家属对介入治疗方面的护理知识了解不够;最希望了解肝癌介入治疗效果、介入治疗后并发症的预防和肝癌预后方面的知识,在健康保健、护理病人的一般技术方面最希望获得医护人员的指导和帮助;同时对获得健康教育途径的选择具有多样性。结论需要通过多种形式对肝癌介入治疗病人家属进行全面的健康教育,提高肝癌病人的家庭支持,改善肝癌病人的生活质量。     

Evaluating the effectiveness of two teaching strategies for patients diagnosed with hypertension

? This study investigated whether a structured patient-centred education programme was more effective than the normal ad hoc information that patients receive in improving their knowledge of hypertension whilst in hospital. ? Forty patients were assessed to determine their knowledge level regarding the management of risk factors related to hypertension. ? A pre-test was performed shortly after admission to hospital. Twenty patients in the test group received a structured education programme, and 20 patients in the control group received the usual ad hoc information. Two post-tests were performed, one at the time of discharge and the other approximately 8 weeks after discharge, to determine the change in knowledge levels. ? Comparison of the pre- and post-tests of the test group revealed a significant increase in knowledge level at the time of discharge from hospital. Patients were found to retain this new knowledge at 8 weeks and 1 year after discharge. No significant difference was found for the control group. ? This study has shown that a structured approach to health education is more effective in improving patients' knowledge about their condition than relying on the ad hoc information that patients traditionally receive during their hospitalization.     

高血压住院病人健康教育需求的调查分析与对策

目的 :确定对住院高血压患者进行健康教育的内容及方式。方法 :对 5 2名高血压住院患者进行自设问卷调查 ,问卷包括 7个主题 ,共 38项 ,按 4点评分法进行打分 ,然后进行统计处理。结果 :患者把健康教育效果评价、出院前需要了解的情况、高血压疾病知识的需求放在前 3位 ,而对健康教育的方式、入院宣教适当时间及出院后所需的咨询方式争议较大。结论 :这 7个主题较全面地反应了高血压患者的健康教育需求 ,其中效果评价、出院前所需知识、有关疾病相关知识非常重要 ,而健康教育方式、教育时间及咨询方式则应因人而异、形式多样化     

健康教育对住院老年痴呆患者一级亲属心理健康状况的影响

目的探讨健康教育对住院老年痴呆患者一级亲属心理健康状况的影响。方法对75名符合人组标准的住院老年痴呆患者一级亲属,实施健康教育3个月,分别于健康教育前、后,应用症状自评量表（SCL-90）、自制健康知识知晓情况调查表进行评定,以了解其心理健康状况及对健康知识知晓情况。结果健康教育前,老年痴呆一级亲属抑郁、焦虑因子分分别为（1．70±0．50）分、（1．70±0．59）分,均高于国内常模,而在阳性症状均分、人际关系及偏执因子分上低于常模,差异有统计学意义（P〈0．05或P〈0．01）;健康教育后SCL-90总分及各因子分（除偏执外）均低于健康教育前,有统计学意义（P〈0．01）;对健康知识知晓率（除为何与患者沟通外）均有提高（P〈0．01）。结论住院老年痴呆患者一级亲属存在一定的焦虑、抑郁情绪,健康教育可改善住院老年痴呆患者一级亲属的负性心理状况,了解相关疾病知识和基本护理技巧,提高应对能力,正确面对亲人疾病。     

家庭护理教育对AIDS病人生活质量的影响

目的:评估家属参与的家庭护理教育对AIDS(获得性免疫缺乏综合征)病人生活质量的影响。方法:对我院2009年10月～2010年12月第1次来我院住院的AIDS病人65例按单双号分成两组,对照组病人32例给予常规护理;观察组病人33例,在此基础上对病人和家属进行连续性的家庭护理教育,两组病人均在第1次入院时及出院半年后进行问卷调查。结果:两组病人入院时均存在不同程度的躯体化、抑郁、强迫、敌对、焦虑,两组比较无显著性差异(P>0.05)。出院半年后,观察组病人的心理状态与对照组比较有显著性差异(P<0.05);与对照组相比,进行家庭护理干预的观察组病人能够进行合理的自我护理,机会性感染明显减少,就医依从性好,能够定期来医院复查,对现状满意,对生活充满信心,两组之间比较有显著性差异(P<0.05)。结论:家属参与的家庭护理教育,能够有效改善AIDS病人的心理状态,提高病人的生活质量。