| 王玥.远程教育干预对青少年癫痫患者自我效能及负性情绪的影响[J].上海护理,2019,19(12): |
| 远程教育干预对青少年癫痫患者自我效能及负性情绪的影响 |
| The influence of distance education intervention on self efficacy and negative emotions of adolescents with epilepsy |
| DOI： |
| 中文关键词: 关键词 癫痫 远程教育 自我效能 负性情绪 青少年 |
| 英文关键词:Key words Epilepsy Teenagers Self-efficacy Negative emotion Teenagers |
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| 中文摘要: |
| 摘要 目的 探讨远程教育干预对青少年癫痫患者自我效能和负性情绪的影响。方法 选取我院2016年12月-2018年6月收治的150例青少年癫痫患者，按照就诊先后顺序，奇数作为观察组，偶数作为对照组，每组均75例，对照组患者给予常规出院指导及随访护理，观察组在常规护理基础上借助微信平台、QQ群等沟通工具给予远程教育，两组均干预6个月，采用一般自我效能感量表（General Self-Efficacy Scale, GSES）评估患者干预前后的自我效能，采用症状自评量表(Symptom Checklist-90,SCL-90)测试患者干预前后的心理精神状态。结果 出院前两组患者的GSES和SCL-90各因子得分差异无统计学意义（P>0.05）；出院后3个月、6个月时，观察组患者的GSES得分显著高于出院前，且明显高于对照组（P<0.01）；出院后6个月时，观察组SCL-90各因子得分均显著下降，明显低于出院前且显著低于对照组（P<0.05），对照组的焦虑、抑郁及偏执评分显著高于出院前，比较差异有统计学意义（P<0.05）。结论 远程教育干预可显著提高青少年癫痫患者的自我效能，改善其负性情绪，促进其以更好的心理精神状态应对疾病，有较高的应用价值。 |
| 英文摘要: |
| 【Abstract】 Objective To explore the influence of distance education intervention on self efficacy and negative emotions of adolescents with epilepsy. Methods 150 cases of juvenile epilepsy were admitted to our hospital from December 2016 to June 2018. According to the order of treatment, odd numbers were used as observation group, and even number as control group, with 26 cases in each group. The patients in the control group were given routine discharge guidance and follow-up nursing. On the basis of conventional nursing, the observation group was given distance education with the help of communication tools such as WeChat platform, QQ group and other communication tools. The two groups were all intervened for 6 months, the general self efficacy scale (GSES) was used to evaluate self-efficacy before and after intervention. Symptom checklist 90 (SCL-90) was used to test the mental state of patients before and after intervention. Results Before discharge, there was no significant difference in the scores of GSES and SCL-90 between the two groups (P>0.05).At 3 months and 6 months after discharge, the GSES score in the observation group was significantly higher than that before discharge, and significantly higher than that in the control group (P<0.01). At 6 months after discharge, the scores of SCL-90 in the observation group decreased significantly, which was significantly lower than that before the discharge and significantly lower than that in the control group (P<0.05). The anxiety, depression and paranoid scores in the control group were significantly higher than those before discharge, and the difference was statistically significant (P<0.05). Conclusion Distance education intervention can significantly improve the level of self-efficacy of juvenile epileptic patients, improve their negative emotions, and promote them to cope with the disease in a better mental state, which has a high value of application. |
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