支持教育对乳腺癌患者化疗期间焦虑、抑郁和自我效能感的影响 |
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引用本文: | 赵文卿,;卢淑华,;李珂欣,;傅海霞,;刘驯炎. 支持教育对乳腺癌患者化疗期间焦虑、抑郁和自我效能感的影响[J]. 中华现代护理杂志, 2014, 0(22): 2778-2781 |
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作者姓名: | 赵文卿, 卢淑华, 李珂欣, 傅海霞, 刘驯炎 |
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作者单位: | [1]广东省汕头市中心医院肿瘤内科,515031; [2]广东省汕头市中心医院外一科,515031 |
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基金项目: | 广东省汕头市科技计划项目(20138827) |
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摘 要: | 目的:探讨支持教育对乳腺癌患者化疗期间焦虑、抑郁和自我效能感的影响。方法选取80例2013年1-10月完成术后第1化疗疗程,焦虑自评量表( SAS)和抑郁自评量表( SAS)标准分50~59分的乳腺癌患者,按入选顺序随机分为研究组和对照组各40例,再进行一般自我效能感量表(GSES)测评,对照组患者给予肿瘤化疗常规护理和心理护理,研究组患者在对照组的基础上给予Orem自理模式支持教育系统干预,所有病例于第2和第3疗程结束的次日再次进行SDS、SAS、GSES测评,将所得数据进行统计学分析。结果干预后,第2疗程对照组与研究组SDS评分分别为(50.20±2.26),(47.70±3.96)分;SAS评分分别为(51.55±2.81),(48.60±4.56)分;GSES评分分别为(1.76±0.31),(2.06±0.41)分,两组比较差异有统计学意义(t值分别为8.797,10.223,14.585;P<0.01):第3疗程对照组和研究组SDS评分分别为(47.50±2.32),(43.65±4.44)分;SAS 评分分别为(47.55±3.39),(43.05±5.62):GSES评分分别为(1.85±0.34),(2.27±0.41),两组比较差异有统计学意义(t值分别为10.466,11.473,28.283;P<0.01)。结论支持教育护理模式提高患者的一般自我效能感,明显改善患者焦虑、抑郁状态,值得在临床护理推广。
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关 键 词: | 乳腺肿瘤 焦虑 抑郁 自我效能感 支持 教育 |
Effect of support-education on the anxiety,depression and self-efficacy in breast cancer patients during chemotherapy |
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Affiliation: | Zhao Wenqing,Lu Shuhua,Li Kexin,Fu Haixia,Liu Xunyan(Department of Oncology, shantou Center Hospital, Shantou 515031, China) |
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Abstract: | Objective To explore the effect of support-education on the anxiety , depression and self-efficacy in breast cancer patients during chemotherapy .Methods Eighty breast cancer patients with chemotherapy from January 2013 to October 2013, whose standard scores of self-rating anxiety scale (SAS) and the self-rating depression scale ( SDS) were 50-59 points after the first course of chemotherapy , were chosen and randomly divided into the control group and the research group , each with 40 cases.The control group received the routine chemotherapy nursing and psychological care , and the research group received the system intervention of Orem mode of support-education on the basis of the control group .All patients were surveyed by SDS, SAS and general self-efficacy scale ( GSES) next day after the second and third course of chemotherapy , and the data were analyzed .Results After the second course of chemotherapy , the scores of SDS in the control group and the research group were respectively (50.20 ±2.26) and (47.70 ±3.96), and the scores of SAS were respectively (51.55 ±2.81) and (48.60 ±4.56), and the scores of GSES were respectively (1.76 ± 0.31) and (2.06 ±0.41), and the differences were statistically significant (t=8.797, 10.223, 14.585, respectively;P〈0.01).After the third course of chemotherapy , the scores of SDS in the control group and the research group were respectively (47.50 ±2.32) and (43.65 ±4.44), and the scores of SAS were respectively (47.55 ±3.39) and (43.05 ±5.62), and the scores of GSES were respectively (1.85 ±0.34) and (2.27 ± 0.41), and the differences were statistically significant ( t =10.466, 11.473, 28.283, respectively; P 〈0.01).Conclusions The nursing model of support-education can increase the patients ’ general self-efficacy, and significantly improve the anxiety and depression in patients , and is worthy of clinical promotion . |
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Keywords: | Breast cancer Anxiety Depression Self-efficacy Support-education |
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