【摘要】 目的探讨自我效能管理教育干预对精神病患者的临床效果。方法选择我院2013年1月~2015年1月收治的200例精神病患者作为研究对象,随机分为两组。对照组100例患者接受常规治疗与护理方法,观察组100例患者在此基础上给予自我效能管理教育干预,每人发放一份健康教育手册,内附精神病健康知识、监测记录单。两组患者接受干预10周。应用自制健康知识问卷表、社会功能缺陷筛选量表(SDSS),评定两组患者对精神病的认知程度、社会功能改善状况,对干预效果进行评价。结果两组在干预前健康教育知识评分比较差异无统计学意义(P>0.05),观察组在干预前后健康教育知识评分比较差异有统计学意义(P<0.01),观察组在干预后其健康教育知识评分显著高于对照组(P<0.01)。两组患者在干预前病房内活动、社会性退缩、责任性和计划性、对外界的兴趣、个人生活自理等SDSS评分比较,差异无统计学意义(P>0.05);观察组在干预前后病房内活动、社会性退缩、责任性和计划性、对外界的兴趣、个人生活自理等SDSS评分比较,差异有统计学意义(P<0.01);观察组在干预后病房内活动、社会性退缩、责任性和计划性、对外界的兴趣、个人生活自理等SDSS评分显著低于对照组(P<0.01)。结论自我效能管理教育干预能够有效改善精神病患者社会功能,提高其生存质量。更多还原

【Abstract】 Objective To explore the clinical effects of education intervention of self-efficacy management on patients with mental illnesses. Methods 200 patients with mental illnesses admitted to our hospital from January 2013 to January 2015 were selected as research subjects and randomly divided into two groups.100 patients in the control group were given regular treatment and nursing methods.100 patients in the observation group were further given education intervention of self-efficacy management on the basis of the control group,each patient was given a health education handbook,which contained health knowledge of mental illnesses and monitoring record sheets.The patients in the two groups were given the intervention for 10 weeks.Self-regulating health knowledge questionnaire and Social Disability Screening Schedule(SDSS) were applied to evaluate patients′ recognition on mental illnesses and improvement of patients′ social functions,and intervention effects in the two groups were evaluated. Results The difference of health education knowledge score before intervention in the two groups was not statistically significant(P>0.05),the difference of health education knowledge score in the observation group before and after intervention was statistically significant(P<0.01),and the difference of health education knowledge score after intervention in the observation group was significantly higher than that in the control group(P<0.01).there was no statistically significant differences in SDSS scores of activities in ward,social retreating,responsibility and planning,interests in the outside world and individual life management before intervention in the two groups(P>0.05).There was statistically significant differences in SDSS scores of activities in ward,social retreating,responsibility and planning,interests in the outside world and individual life management before and after intervention in the observation group(P<0.01),and the differences of SDSS scores of activities in ward,social retreating,responsibility and planning,interests in the outside world and individual life management after intervention in the observation group were significantly lower than those in the control group(P<0.01). Conclusion Education intervention of self-efficacy management is able to effectively improve the social functions of patients with mental illnesses,and improve patients′ life quality.更多还原