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| 结构化健康教育对青少年情绪相关障碍患者照顾者压力的影响研究 |
| Effect of structured health education on the Caregiver burden of child with Mood-related disorders |
| 投稿时间：2024-10-08 修订日期：2025-10-23 |
| DOI： |
| 中文关键词: 健康教育 青少年情绪相关障碍 照顾者 |
| 英文关键词:Health education Child mood-related disorders Caregivers |
| 基金项目:四川省医学会项目(项目名称：儿童青少年重性精神疾病患者家长健康教育标准化课程开发与应用研究,项目编号：Q190004) |
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| 中文摘要: |
| 背景 情绪相关障碍是青少年最主要的疾病负担之一,其照顾者面临多重压力且缺乏足够的信息资源。虽然健康教育已广泛应用于临床,但目前健康教育资料、形式、教学人员培训机制方面存在不足,亟需开发和实施针对青少年情绪相关障碍患者照顾者的结构化健康教育方案,以弥补现有研究的不足提供更有效的支持和资源。目的 探讨结构化健康教育对青少年情绪相关障碍患者照顾者压力的影响,开发针对青少年情绪相关障碍患者照顾者的结构化健康教育方案 。方法 选取2020年6月—2022年7月绵阳市某三甲综合医院儿童心理卫生病区收治住院的青少年情绪相关障碍患者照顾者作为研究对象,应用随机数字表法将其分对照组84例和研究组85例。对照组采取常规日常护理及教育方案,研究组在对照组基础上采取结构化健康教育模式,共分为4个板块(疾病相关知识、药物作用与副反应、家庭压力的管理,日常生活指导)。于入院当天采用自行设计的一般资料调查表采集患方基本信息,入院当天、出院当天、出院后1、3、6月采用照顾者压力指数(The Caregiver Strain Index,CSI)评估照顾者压力值,于出院当天采集照顾者对健康教育的反馈及患儿住院时长,出院后6月了解患儿再入院情况。入院当天、出院当天、出院后1、3、6月对两组患者进行问卷调查,采用自行设计的一般资料调查表采集基本信息,照顾者压力指数(The Caregiver Strain Index,CSI)评估干预效果。结果 本研究共纳入169名照顾者,其中研究组85人,对照组84人。一般人口学资料差异无统计学意义。广义估计方程(Generalized Estimating Equation,GEE)结果显示,照顾者压力指数(CSI)总评分的时间效应、时间与组间的交互效应均有统计学意义(Wald χ2=790.347、10.047,P均<0.05),干预前后研究组压力下降值较对照组明显(z= -4.011,P<0.001)。研究组参与者与健康教育的反馈(χ2=14.819,P<0.01)及知识了解程度(χ2=18.347,P<0.01)优于对照组,差异有统计学意义。结论 结构化健康教育相较于常规健康教育方式能更好的改善青少年情绪相关障碍患者照顾者的压力。 |
| 英文摘要: |
| Background Mood-related disorders are one of the most significant disease burdens among adolescents, whose caregivers face multiple stressors and lack adequate information resources. Although health education is widely used in clinical settings, there are currently deficiencies in health education materials, formats, and training mechanisms for teaching staff. Objective Exploring the impact of structured health education on the stress of carers of child with mood-related disorders and developing a structured health education programme for them. Methods Child with emotional disorders and their caregivers, who were admitted to the Child Psychiatry Ward of a tertiary general hospital in Mianyang from June 2020 to July 2022, were selected as study subjects. Using the random number table method, they were divided into a control group(84 cases) and a study group(85 cases). The control group received routine daily care and education, while the study group received a structured health education model in addition to the routine care. The structured health education consisted of four modules: disease-related knowledge, medication effects and side effects, management of family stress, and daily life guidance. A self-designed general information questionnaire was used to collect basic information about the patient on the day of admission, and the Caregiver Strain Index (CSI) was used to assess the stress value of the caregiver on the day of admission, on the day of discharge, and at 1, 3, and 6 months after discharge; feedback from the caregiver on health education and the length of the child"s stay in the hospital was collected on the day of discharge, and the readmission status of the patient was found at 6 months after discharge. The CSI was used to assess caregiver stress. Results Generalized Estimating Equation (GEE) results indicated that both the time effect and the interaction effect between time and group on the Caregiver Strain Index (CSI) total scores were statistically significant (Wald χ2=790.347, 10.047, both P<0.05). The reduction in stress levels from pre- to post-intervention was more pronounced in the intervention group compared to the control group (z=-4.011, P<0.001). Feedback from participants in the intervention group regarding the health education (χ2=14.819, P<0.01) and their understanding of disease-related knowledge (χ2=18.347, P<0.01) were significantly better than those in the control group. Conclusion Structured health education is more effective than routine health education in reducing the stress of caregivers of child with mental disorders. |
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