【摘要】 目的 构建基于LEARNS模式，即聆听（listen,L）、建立（establish,E）、应用（adopt,A）、提高（reinforce,R）、反馈教学（name,N）、强化（strengthen,S）的食管癌患者健康教育路径，为临床护理人员对食管癌患者进行健康教育提供参考。方法 在文献回顾、半结构式访谈的基础上初步拟定健康教育方案；通过德尔菲法对15名专家进行函询，二轮专家函询之后，结合指标筛选标准和专家的建议对健康教育方案进行修改，确定针对食管癌患者的健康教育路径。结果 两轮专家函询的积极程度均为100%；专家函询系数分别为0.85和0.87；肯德尔和谐系数分别为0.549和0.561；最终确定6项一级指标（入院评估教育、术前教育、手术教育、术后教育、康复教育和出院教育）和36项二级指标。结论构建的食管癌围术期健康教育路径具有科学性和可行性，可为临床护理人员对食管癌患者进行健康教育提供参考依据。更多还原

【Abstract】 Objective To construct a health education pathway for esophageal cancer patients based on the LEARNS model [listen(L), establish(E), adopt(A), reinforce( R), name(N) and strengthen(S)], to provide a reference for clinical nursing staff in delivering health education to esophageal cancer patients. Methods Based on the literature review and semi-structured interviews, a preliminary health education program was drafted.The Delphi method was used to consult with 15 experts. After two rounds of expert consultation, the health education program was revised based on the indicator selection criteria and expert recommendations, leading to the finalization of the health education pathway for esophageal cancer patients. Results The response rate for both rounds of expert consultation was 100%. The expert consultation coefficients were 0.85 and 0.87 respectively; the Kendall’s coefficients of concordance were 0.549 and 0.561 respectively. Ultimately, 6 primary indicators(admission assessment education, preoperative education, surgical education, postoperative education,rehabilitation education and discharge education) and 36 secondary indicators were determined. Conclusion The constructed perioperative health education pathway for esophageal cancer is scientific and feasible, and it can provide a reference for clinical nursing staff in delivering health education to esophageal cancer patients.更多还原