多元化健康教育对精神分裂症患者认知功能的影响

目的：探索多元化健康教育模式改善精神分裂症患者认知功能障碍的效果。方法选取2014年1月至2014年12月在我院住院治疗获得稳定的精神分裂症患者108例，采用随机数表法随机将其分为观察组(n=56)和对照组(n=52)，两组均给予非经典抗精神病药物治疗，观察组患者给予联合多元化健康教育，对照组仅药物治疗，两组患者分别在基线和12个月时给予可重复的成套神经心理状态测验(RBANS)和威斯康辛分类卡片(WCST)评估认知功能，阳性和阴性症状量表(PANSS)评测精神病性症状。结果干预后，观察组患者的RBANS量表总分以及即刻记忆、延迟记忆、注意力的变化值均较对照组明显提高，差异均有统计学意义(P<0.05)；观察组患者的WCST中分类数、正确数、概念化水平均高于对照组，持续错误数、随机错误数则低于对照组，差异均有统计学意义(P<0.05)；RBANS总分变化与阴性症状总分以及淡漠/社交退缩、交谈缺乏自发性和流畅性有显著负相关性(r=-0.21，P=0.03；r=-0.24，P=0.01；r=-0.26，P=0.01)。结论多元化的健康教育可以改善精神分裂症患者的认知功能障碍，值得推广应用。

Effect of diversified health education on the cognitive function in patients with schizophrenia

Objective To explore the effect of diversified health education on improving the cognitive function of schizophrenia patients. Methods From January 2014 to December 2014, 108 patients with schizophrenia, who were treated in our hospital and reached stable state, were randomly divided into observation group (n=56) and control group (n=52) using a random number table. Patients in the two groups all received atypical antipsychotic drugs. The patients in the observation group were treated with diversified health education, and those in the control group were given only drug treatment. At baseline and 12 months after treatment, cognitive function was evaluated by Repeatable Battery for the As-sessment of neuro-psychological Status (RBANS) and Wisconsin Card Sorting Test (WCST), and psychotic symptoms by Positive and Negative Symptom Scale (PANSS). Results After the intervention, the RBANS scores of observation group were significantly higher than those of the control group in immediate memory, delayed memory, attention and the total score (P<0.05). The WCST classification number, correct number and conceptual level of the observation group were significantly higher than those of the control group, while thecontinuous errors and random errors were significant-ly lower (P<0.05). Change in RBANS total score was negatively correlated with negative symptom score, and indiffer-ence/social withdrawal, lack of spontaneity and fluency in conversation (r=-0.21, P=0.03;r=-0.24, P=0.01;r=-0.26, P=0.01). Conclusion Diversified health education can improve cognitive function in patients with schizophrenia, which is worthy of popularization and application.