發(fā)布時(shí)間：2018-05-24 04:11

  本文選題：個(gè)體化健康教育路徑 + 艾滋病　； 參考：《廣西醫(yī)科大學(xué)》2017年碩士論文

【摘要】：目的通過(guò)問(wèn)卷及量表調(diào)查探索住院艾滋病(Acquired Immune Deficiency Syndrome,AIDS)病人的家庭照顧者對(duì)艾滋病及馬爾尼菲青霉病(Penicilliosis Marneffei,PSM)的知識(shí)認(rèn)知與健康教育需求情況、情緒與健康狀況等,進(jìn)一步設(shè)計(jì)與編制艾滋病合并PSM個(gè)體化健康教育路徑,探討其對(duì)艾滋病合并PSM家庭照顧者健康教育的影響,以期實(shí)現(xiàn)有效的健康指導(dǎo)。方法本研究分兩個(gè)步驟,第一步,對(duì)陪同留院艾滋病家庭照顧者進(jìn)行問(wèn)卷/量表調(diào)查。采用便利取樣方法,2015年7月至2015年10月選擇南寧市某傳染病醫(yī)院艾滋病科符合條件的艾滋病家庭照顧者255例作為調(diào)查對(duì)象,于入院當(dāng)天或次日進(jìn)行調(diào)查,評(píng)價(jià)其艾滋病及青霉病相關(guān)知識(shí)認(rèn)知、健康教育需求、態(tài)度認(rèn)知、健康與情緒等情況。第二步,進(jìn)行艾滋病合并PSM家庭照顧者個(gè)體化健康教育路徑的制定及實(shí)施。2015年11月至2016年6月選擇該傳染病醫(yī)院艾滋病科符合條件的艾滋病合并PSM家庭照顧者79例作為受試對(duì)象,其中對(duì)照組40例,干預(yù)組39例。對(duì)照組應(yīng)用醫(yī)院當(dāng)前進(jìn)行的健康教育;干預(yù)組在常規(guī)健康宣教的基礎(chǔ)上,嚴(yán)格按照個(gè)體化健康教育路徑文本流程,根據(jù)家庭照顧者自身情況,實(shí)行具有時(shí)間性、針對(duì)性、計(jì)劃性的健康教育。比較兩組家庭照顧者疾病相關(guān)知識(shí)掌握水平、護(hù)理知識(shí)實(shí)施情況、焦慮及抑郁水平、健康教育滿意度。結(jié)果第一階段:完成了255例AIDS家庭照顧者問(wèn)卷調(diào)查,回收有效問(wèn)卷253份,有效回收率99.2%。1.AIDS家庭照顧者排在前四位“強(qiáng)烈需求”的健康教育項(xiàng)目依次是疾病傳染與預(yù)防(96.8%)、飲食指導(dǎo)(90.9%)、休息與活動(dòng)(85.8%)、心理支持(83.8%)。2.AIDS家庭照顧者對(duì)AIDS基本知識(shí)及相關(guān)照護(hù)知識(shí)達(dá)標(biāo)率分別為27.7%、35.2%,PSM相關(guān)知識(shí)達(dá)標(biāo)率僅0.8%。3.AIDS家庭照顧者知識(shí)了解途徑排在前三位的依次為醫(yī)務(wù)人員講解(57.3%)、網(wǎng)絡(luò)及電視(48.2%)、醫(yī)院宣傳資料(42.3%)。4.AIDS家庭照顧者在陪同留院初期存在嚴(yán)重負(fù)面情緒(t,p㩳0.05),生活質(zhì)量與其他普通人群相比相對(duì)較差。第二階段:完成了艾滋病合并PSM家庭照顧者個(gè)體化健康教育路徑的制定與實(shí)施。1.干預(yù)前對(duì)照組和干預(yù)組艾滋病合并PSM家庭照顧者的知識(shí)掌握率進(jìn)行組間比較發(fā)現(xiàn),兩組知識(shí)掌握率沒(méi)有區(qū)別;干預(yù)后進(jìn)行組間比較發(fā)現(xiàn),干預(yù)組家庭照顧者知識(shí)掌握率明顯高于對(duì)照組(Χ2(Fisher),p㩳0.05)。對(duì)照組和干預(yù)組知識(shí)掌握率進(jìn)行自身比較,對(duì)照組沒(méi)有明顯區(qū)別(Χ2(Fisher),p㧐0.05),干預(yù)組出院時(shí)知識(shí)掌握率則明顯高于入院時(shí)(Χ2(Fisher),p㩳0.05)。2.入院時(shí)對(duì)照組和干預(yù)組艾滋病合并PSM家庭照顧者的焦慮得分均處于較高水平,沒(méi)有明顯區(qū)別(t,p㧐0.05)。隨陪同入院的時(shí)間變化,兩組焦慮得分均降低,尤以干預(yù)組下降明顯,且在入院一周后以及出院時(shí)兩個(gè)時(shí)段焦慮得分產(chǎn)生顯著區(qū)別(t,p㩳0.05)。分別對(duì)兩組對(duì)象不同階段焦慮得分進(jìn)行自身比較,對(duì)照組入院時(shí)與入院一周得分沒(méi)有明顯區(qū)別(F-LSD,p㧐0.05),而入院時(shí)與出院時(shí),以及入院一周與出院時(shí)的焦慮得分均存在差別(F-LSD,p㩳0.05);干預(yù)組三個(gè)不同時(shí)間段焦慮得分均存在差別(F-LSD,p㩳0.05)。3.入院時(shí)對(duì)照組和干預(yù)組艾滋病合并PSM家庭照顧者抑郁得分均處于較高水平,沒(méi)有明顯區(qū)別(t,p㧐0.05)。入院一周后以及出院時(shí)兩組對(duì)象的抑郁得分產(chǎn)生區(qū)別(t,p㩳0.05)。分別對(duì)兩組對(duì)象不同階段焦慮得分進(jìn)行自身比較,對(duì)照組入院時(shí)與入院一周,以及入院一周與出院時(shí)的抑郁得分沒(méi)有區(qū)別(F-LSD,p㧐0.05),而入院時(shí)與出院時(shí)的抑郁得分比較則存在區(qū)別(F-LSD,p㩳0.05)。干預(yù)組三個(gè)不同的時(shí)間段抑郁得分互相有區(qū)別(F-LSD,p㩳0.05)。4.干預(yù)組照護(hù)工作合格率高于對(duì)照組(Fisher,p㩳0.05)。5.干預(yù)組健康教育滿意度得分高于對(duì)照組(t,p㩳0.05)。結(jié)論1.艾滋病家庭照顧者對(duì)于親屬患艾滋病存在負(fù)面態(tài)度,陪同入院初期負(fù)面情緒較嚴(yán)重。2.艾滋病家庭照顧者對(duì)艾滋病基本知識(shí)稍有了解,但對(duì)PSM相關(guān)知識(shí)則幾乎沒(méi)有了解,在疾病傳染與預(yù)防、飲食指導(dǎo)、休息與活動(dòng)、心理支持四方面健康教育需求較高,尤其對(duì)預(yù)防傳染艾滋病關(guān)注度很高。3.艾滋病家庭照顧者主要通過(guò)醫(yī)務(wù)人員、網(wǎng)絡(luò)及電視、醫(yī)院宣傳資料三個(gè)途徑獲得知識(shí),醫(yī)療相關(guān)途徑占較大比例,是健康宣教的重要載體。4.陪同入院對(duì)艾滋病家庭照顧者自身生活質(zhì)量造成一定不良影響。5.個(gè)體化健康教育路徑保證了艾滋病合并PSM家庭照顧者留院期間健康教育的有效性。6.個(gè)體化健康教育路徑可增加艾滋病合并PSM家庭照顧者的疾病相關(guān)知識(shí),可緩解其焦慮、抑郁情緒,促進(jìn)照顧者的照護(hù)質(zhì)量,提高健康教育的滿意度。
[Abstract]:Objective To investigate the health education of AIDS patients with HIV / AIDS and AIDS patients . In the first stage , we investigated the effects of HIV / AIDS and health education on the health education of AIDS patients . Network and television ( 48.2 % ) and hospital propaganda ( 42.3 % ) . 4 . There were serious negative emotions ( t , p ? 0.05 ) in the early stage of the nursing home , and the quality of life was relatively poor compared with other common people . There was no significant difference between the control group and the intervention group ( X2 ( Fisher ) , p ? 0.05 ) . At the time of admission , the knowledge control rate was significantly higher than that in admission ( Fisher , p ? 0.05 ) . The anxiety scores of the control group and the intervention group in the control group and the intervention group were higher than those in the intervention group ( t , p ? 0.05 ) . There was a significant difference between the two groups ( t , p ? 0.05 ) . There was no significant difference ( F - LSD , p ? 0.05 ) between the two groups at different stages of anxiety scores , and there was a difference between the two groups ( F - LSD , p ? 0.05 ) . There was a difference in the anxiety scores between the two groups ( F - LSD , p ? 0.05 ) . The scores of anxiety in the control group and the intervention group were higher than those in the intervention group ( F - LSD , p ? 0.05 ) . There was a difference between the two groups of subjects ( t , p ? 0.05 ) after a week of admission and at the time of discharge . There was no difference between the scores of anxiety scores at different stages of the two groups ( F - LSD , p ? 0.05 ) , and there was no difference between admission and depression scores at discharge ( F - LSD , p ? 0.05 ) . In the intervention group , the scores of depression scores were different from those in the control group ( Fisher , p ? 0.05 ) . 5 . The scores of health education satisfaction were higher in the intervention group than in the control group ( t , p ? 0.05 ) . Conclusion 1 . There is a negative attitude towards AIDS among family caregivers of AIDS , accompanied by the negative emotion at the early stage of admission . 2 . The AIDS family caregivers have little knowledge about AIDS basic knowledge , but it is very important to the prevention , diet guidance , rest and activity , psychological support .
【學(xué)位授予單位】：廣西醫(yī)科大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：R473.5

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