以问题为导向教育模式在糖尿病患者足部自我护理中的效果

目的探索以问题为导向(problem-based learning,PBL)教育模式对糖尿病患者足部自护能力和行为的影响。方法方便性抽样选取东南大学医学院附属盐城医院内分泌科100例住院糖尿病患者,随机分为对照组和实验组,每组各50例,入院次日采用自行设计的患者对糖尿病足的认识和足部预防护理知识及行为调查表进行评估,进行足部检查。对照组给予常规健康教育,实验组采用PBL教育模式。出院后分别对两组患者进行随访干预管理6个月,了解两组患者对糖尿病足的认识、足部预防护理知识及行为测试评分、足部患病情况及遵医行为等。结果随访干预6个月后,与对照组相比,实验组对糖尿病足的认识和足部防护知识及行为均有明显提高(均P<0.01);足部评估11项指标均明显改善(均P<0.05);遵医行为6项指标差异均有明显改善(均P<0.05)。结论 PBL模式健康教育有助于糖尿病患者血糖控制、降低糖尿病足患病风险和提高患者遵医行为,从而改善患者生活质量。

Effects of Problem-based Learning Educational Model on Foot Self-care of Diabetic Patients

Objective To investigate the effects of problem-based learning（PBL） educational model on toot self-care ability and behavior of diabetic patients. Methods A total of 100 hospitalized diabetic patients in the hospital were randomly divided into two groups--control group and experimental group, with 50 cases in each group. The next day after admission, they were accessed through self-designed questionnaires about their awareness of diabetic foot knowledge and behavior on foot preventive care with an examination on their feet. Conventional health adopted PBL educational model. after the hospital discharge. At education was given to the control group, where as experimental group The management of follow-up intervention was carried out for 6 months the end of the research, further evaluations were conducted on the aware- ness of diabetic foot knowledge,the scores of behavior on foot preventive,foot examination and their medi- cal compliance. Results Compared with the control group, the awareness of diabetic foot knowledge and behavior on foot preventive care were significantly enhanced in the experimental group after 6 months＇ follow-up（P〈0.001） ; 11 indexes of foot examination were all significantly improved （P〈0.05） ; 6 inde- xes of compliance behavior were all significantly improved （P〈0.05）. Conclusion PBL educational model can improve blood glucose control, reduce risking factors of diabetic foot and promote their compliance behavior and quality of life.