【摘要】 目的探讨个性化2次椅旁宣教对改变口腔牙周病患者知信行的应用效果。方法选取首次就诊诊断为牙周病患者共124例,随机分为观察组62例和对照组62例。观察组医生治疗前后,护士对患者进行有针对性、个性化2次一对一的椅旁宣教;对照组医生治疗前,护士对患者进行常规1次一对一健康教育模式,比较2组患者牙周知识掌握程度、自我保健行为、3个月后牙周治疗复诊率、患者疗效满意度、治疗前与治疗3个月后菌斑指数及软垢指数。结果 2组患者一般资料差异无统计学意义(P>0.05);观察组在对牙周病的临床表现、危害、治疗方法的掌握程度为96.7%、93.5%、91.9%,对照组分别为72.5%、48.3%、69.3%,观察组的牙周知识掌握程度高于对照组,差异有统计学意义(P<0.05)。观察组患者刷牙2次以上、使用牙线、使用牙间隙刷口腔保健行为为100%、96.7%、77.4%,对照组分别为80.6%、56.4%、40.3%,差异有统计学意义(P<0.05);观察组患者3个月复诊率、疗效满意度为80.6%,96%,对照组为41.9%、88.7%,差异有统计学意义(P<0.05);观察组患者3个月后菌斑指数为1.71±1.12,少于对照组的2.35±0.78,差异有统计学意义(P<0.05)。结论个性化2次椅旁宣教能显著提高患者对疾病的认知,形成正确的口腔健康意识,从而改变患者不良口腔卫生习惯与就医行为,是有效地口腔健康教育方式之一,能促进口腔牙周病患者知信行。更多还原

【Abstract】 Objective To explore the application effect of secondary personalized chairside education on changing the knowledge and behavior of patients with oral periodontal disease. Methods A total of 124 patients experiencing initial periodontal disease were selected. Sixty-two patients were observed in the observation group, and 62 patients were observed in the control group. After the doctor checked and determined the periodontal condition of the patients, the nurse conducted a targeted, personalized secondary one-on-one chairside mission for the observation group; in the control group, the nurses provided routine one-to-one health education to the patients before treatment. Statistical analysis was conducted to assess periodontal knowledge mastery, self-care behaviors, rate of return for periodontal treatment and patient satisfaction after 3 months. The plaque index and scale index were statistically analyzed before and 3 months after treatment. Results No statistical difference was found in the general data between the two groups of patients(P > 0.05);however, the degree of mastery of periodontal knowledge in the observation group was higher than that in the control group. The degrees of mastery of the clinical manifestations, hazards and treatment methods were 96.7%, 93.5%, and91.9% in the observation group and 72.5%, 48.3%, and 69.3% in the control group, respectively; the difference was statistically significant(P < 0.05). The patients in the observation group were more likely than those in the control group to brush more than 2 times daily, use dental floss and use an interdental brush; 100%, 96.7%, and 77.4% of patients in the observation group and 80.6%, 56.4%, and 40.3% of patients in the control group participated in these oral health care behaviors, respectively. The difference was statistically significant(P < 0.05). The rate of recovery and patient satisfaction were higher in the observation group than in control group at 3 months; the rate of recovery and patient satisfaction were80.6% and 96%, in the observation group and 41.9% and 88.7% in the control group, respectively. The difference was statistically significant(P < 0.05). After 3 months, the plaque index in the observation group was lower than that in the control group(1.71 ± 1.12, 2.35 ± 0.78), and the difference was statistically significant(P < 0.05). Conclusion Secondary personalized chairside education can significantly improve the patient.s cognition of the disease, allow the formation of accurate oral health awareness, and change the patient.s bad oral hygiene habits and medical behavior. Thus,this method is an effective oral health education method and can change the knowledge and beliefs of patients with oral periodontitis.更多还原