本文選題：ESPCS模式 + 護(hù)理干預(yù)�。� 參考：《吉林大學(xué)》2017年碩士論文

【摘要】：目的:探討應(yīng)用ESPCS健康教育護(hù)理干預(yù)對(duì)骨質(zhì)疏松性骨折患者的疾病認(rèn)知能力及健康行為的影響,分析ESPCS健康教育護(hù)理干預(yù)的可行性與重要性。方法:選取自2016年1月到2016年6月進(jìn)行住院治療的骨質(zhì)疏松性脊柱骨折患者80例,將其設(shè)置為對(duì)照組,選取自2016年7月到2016年12月進(jìn)行住院治療的骨質(zhì)疏松性脊柱骨折患者80例,將其設(shè)置為干預(yù)組,其中對(duì)照組的患者在治療期間給予常規(guī)護(hù)理措施,而干預(yù)組的患者在治療期間給予常規(guī)護(hù)理措施聯(lián)合ESPCS健康教育護(hù)理干預(yù),在入院后、出院時(shí)與出院后一個(gè)月分別評(píng)價(jià)并分析兩組患者的骨質(zhì)疏松癥相關(guān)知識(shí)、健康信念以及自我效能狀況,在入院后與出院后一個(gè)月分別評(píng)價(jià)并分析兩組患者的健康行為。結(jié)果:1.在護(hù)理干預(yù)前,兩組患者的自我效能評(píng)分、健康信念評(píng)分、各健康行為比例、骨質(zhì)疏松相關(guān)健康知識(shí)評(píng)分與每一量表的各分項(xiàng)目評(píng)分比較,差異無統(tǒng)計(jì)學(xué)意義(P0.05)。2.兩組患者在護(hù)理干預(yù)后(出院時(shí))與護(hù)理干預(yù)后一個(gè)月(出院后一個(gè)月)的自我效能評(píng)分、健康信念評(píng)分、骨質(zhì)疏松相關(guān)健康知識(shí)評(píng)分與每一量表的各分項(xiàng)目評(píng)分均比干預(yù)前明顯增加,差異有統(tǒng)計(jì)學(xué)意義(P0.05)。3.兩組患者在護(hù)理干預(yù)后一個(gè)月(出院后一個(gè)月)的定期日照、運(yùn)動(dòng)、補(bǔ)充鈣片與VD的健康行為比例比干預(yù)前明顯增加,飲酒、吸煙與飲料等行為比例比干預(yù)前明顯減少,差異有統(tǒng)計(jì)學(xué)意義(P0.05),對(duì)照組在護(hù)理干預(yù)后一個(gè)月的食用蔬菜與豆類行為的比例與干預(yù)前沒有顯著差異(P0.05)。4.干預(yù)組患者在護(hù)理干預(yù)后(出院時(shí))與護(hù)理干預(yù)后一個(gè)月(出院后一個(gè)月)的自我效能評(píng)分、健康信念評(píng)分、骨質(zhì)疏松相關(guān)健康知識(shí)評(píng)分與每一量表的各分項(xiàng)目評(píng)分均比對(duì)照組的患者明顯增加,干預(yù)后同一時(shí)間點(diǎn)組間比較,差異有統(tǒng)計(jì)學(xué)意義(P0.05)。5.干預(yù)組患者在護(hù)理干預(yù)后一個(gè)月(出院后一個(gè)月)定期日照、運(yùn)動(dòng)、補(bǔ)充鈣片、蔬菜、牛奶、VD與豆類的健康行為比例比對(duì)照組明顯增加,干預(yù)組患者在護(hù)理干預(yù)后一個(gè)月(出院后一個(gè)月)經(jīng)常飲酒、吸煙與飲用碳酸類飲料等行為比例比對(duì)照組明顯減少,干預(yù)后同一時(shí)間點(diǎn)組間比較,差異有統(tǒng)計(jì)學(xué)意義(P0.05)。6.兩組患者在干預(yù)前后的骨質(zhì)疏松相關(guān)知識(shí)與自我效能評(píng)分的時(shí)間效應(yīng)、組間與時(shí)間的交互效應(yīng)明顯(P0.05)。結(jié)論:(1)ESPCS健康教育干預(yù)能夠有效增強(qiáng)骨質(zhì)疏松性脊柱骨折患者對(duì)于骨質(zhì)疏松癥以及骨質(zhì)疏松性脊柱骨折知識(shí)的認(rèn)知能力;(2)ESPCS健康教育干預(yù)能夠明顯增強(qiáng)骨質(zhì)疏松性脊柱骨折患者的自我效能與健康信念,提高患者對(duì)健康護(hù)理干預(yù)的依從性與積極性;(3)ESPCS健康教育干預(yù)能夠明顯提高骨質(zhì)疏松性脊柱骨折患者的有益疾病相關(guān)健康行為,降低患者的有害疾病相關(guān)健康行為。
[Abstract]:Objective: to explore the effect of ESPCS health education nursing intervention on disease cognitive ability and health behavior of patients with osteoporotic fracture, and to analyze the feasibility and importance of ESPCS health education nursing intervention. Methods: from January 2016 to June 2016, 80 patients with osteoporotic spinal fracture were selected as control group. From July 2016 to December 2016, 80 patients with osteoporotic spinal fracture who were hospitalized from July 2016 to December 2016 were selected as the intervention group. The patients in the control group were given routine nursing measures during the treatment. The patients in the intervention group were given routine nursing measures combined with ESPCS health education nursing intervention during the treatment period. The osteoporosis related knowledge of the two groups was evaluated and analyzed after admission, discharge and one month after discharge. Health belief and self-efficacy were evaluated and analyzed after admission and one month after discharge. The result is 1: 1. Before nursing intervention, there was no significant difference in self-efficacy score, health belief score, health behavior ratio, osteoporosis related health knowledge score and each sub-item score of each scale between the two groups. The scores of self-efficacy and health belief were measured after nursing intervention (at discharge) and one month after nursing intervention (one month after discharge). The scores of osteoporosis related health knowledge and each sub-item of each scale were significantly higher than those before intervention, and the difference was statistically significant (P 0.05). The proportion of regular sunshine, exercise, calcium supplementation and VD were significantly increased in both groups one month after nursing intervention (one month after discharge), and the proportion of drinking, smoking and drink were significantly decreased compared with those before intervention. The difference was statistically significant (P 0.05). There was no significant difference in the proportion of edible vegetable and bean behavior between the control group and the control group after one month of nursing intervention, and there was no significant difference between the two groups before and after the intervention. The self-efficacy scores and health belief scores of the patients in the intervention group after nursing intervention (when discharged from hospital) and one month after nursing intervention (one month after discharge); The scores of osteoporosis related health knowledge and the scores of each sub-item of each scale were significantly higher than those of the control group, and there was significant difference between the two groups at the same time point after intervention (P 0.05. 5). In the intervention group, the proportion of daily sunshine, exercise, calcium supplement, vegetables, milk VD and beans was significantly higher than that in the control group one month after nursing intervention (one month after discharge). The patients in the intervention group often drank alcohol one month after nursing intervention (one month after discharge), the proportion of smoking and drinking carbonated drinks was significantly lower than that of the control group, and the difference was statistically significant between the groups at the same time point after intervention. The time effect of osteoporosis related knowledge and self-efficacy score before and after intervention, and the interaction between group and time were significant (P 0.05). Conclusion the intervention of ESPCS health education can effectively enhance the cognitive ability of patients with osteoporosis and osteoporotic spinal fractures. ESPCS health education intervention can significantly enhance the osteoporotic spine. Self-efficacy and health beliefs of patients with column fractures, Improving the compliance and enthusiasm of patients with health care intervention with ESPCS health education intervention can significantly improve the beneficial disease-related health behavior of patients with osteoporotic spinal fractures and reduce the harmful disease-related health behaviors of patients.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：R473.6

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