个体化用药教育对乳腺癌化疗患者生命质量的影响

目的探讨个体化用药教育对乳腺癌化疗患者生命质量的影响。方法选择从2010年1月至2011年7月在本院首次乳腺癌化疗患者90例，年龄35～60岁，分为干预A组，干预B组和对照组各30例，各组基本情况比较差异无统计学意义。首次化疗前1周分别测定各组生命质量。对照组进行常规治疗和护理，化疗过程中不做干预，首次化疗前1周对干预A组，首次化疗后l周对干预B组进行个体化用药教育。对各组末次化疗结束后1周用乳腺癌生存质量测评量表（FACT—B）对生命质量评分，比较各干预组与对照组之间的生命质量差异。结果化疗后干预A组、B组在对自身疾病的了解程度、正确用药、合理饮食等方面均显著高于对照组（P〈0．017），而A组与B组间差异无统计学意义（P〉0．017）。化疗完成并随访结束后对其生命质量进行比较，干预A组、B组在生理状况、情感状况、功能状况、附加关注及总的质量评分（总分）等方面显著高于对照组（P〈0．050），而A组与B组问除生理状况质量评分差异无统计学意义外，其余四项差异均有统计学意义。化疗前后比较：对照组在生理状况、情感状况、功能状况和总分方面化疗前后差异有统计学意义（P〈0．050）；干预A组、B组在生理状况、情感状况、功能状况、附加关注及总分等方面化疗前后差异有统计学意义（P〈0．050）。结论个体化用药教育对乳腺癌化疗患者生命质量的改善具有积极意义。

Influence of individualized medication education on quality of life in breast cancer patients treated with chemotherapy

Objective To investigate the influence of individualized medication education on the quality of life in breast cancer patients treated with chemotherapy. Methods Totally 90 breast cancer patients （35-60 years old）, who received the first duration of chemotherapy in our hospital from January 2010 to July 2011, were divided into intervention groups A, B and control group, 30 patients in each group. There were no statistical differences in general data among 3 groups. The control group was given routine chemotherapy and nursing; individualized medication education was given additionally one week before and one week after the first course of chemotherapy in group A and B respectively. Quality of life was assessed using Functional Assessment of Cancer Therapy- Breast（FACT-B） one week after the ｜ast course of chemotherapy in each group to compare their difference. Results After the chemotherapy, intervention groups were superior to control group in understanding of disease, rational medication and feeding （P〈0. 017 ）, while there was no statistical differences between group A and B （P〉0. 017 ）. As for quality of life, the scores in physiological status, the emotional status, the functional status, the additional attention and the total score in intervention groups were higher than those in the control group （P〈0. 050）. Except physiological status, the other four index showed statistical differences between group A and B （ P〈0. 050）. Before and after the chemotherapy, the control group showed a statistical significance on the scores of the physiological status, the emotional status, the functional status, and the total score （P〈0. 050）; a statistical difference presented between group A and B on the scores of the physiological status, the emotional status, the functional status, the additional attention, and the total score （P〈0. 050）. Conclusion Individualized medication education has positive influence on the quality of life in breast cancer patients treated with chemotherapy.