宫颈癌患者放疗期间的健康教育

总结宫颈癌患者在放疗期间的一系列健康教育，使患者了解所患疾病的一般知识，掌握健康保健知识，从而增强预防保健意识，改变患者的不健康行为，避免因缺乏预防保健知识而加重患者身心负担的情况，使其积极配合治疗及护理。通过对102例宫颈癌放疗患者住院期间以个别教育、集体教育和随机性教育相结合的教育方法，对宫颈癌患者反复进行放疗知识及注意事项的教育。根据患者的不同反应选择合理的药物和合理的皮肤护理方式：次碳酸铋、易蒙停、蒙脱石散、康复新液、肾上腺素、地塞来松，并全身抗感染、止血、支持治疗。明显减轻了宫颈癌患者的急性放射反应及并发症，使放疗顺利进行，提高了患者的生活质量。     

住院放疗患者健康教育需求调查

目的　探讨对放疗患者进行健康教育的最佳对策。方法　自行设计问卷 ,对 1 0 6例住院放疗患者进行健康教育需求的调查。结果　 90 0 %放疗患者入院时对了解自己的病情、治疗方法及结果强烈需要。80 0 %患者存在心理压力。放疗过程中 90 0 %以上患者对如何配合放疗及放疗负作用自我护理方式需求强烈 ,出院时对用药、复诊指导需求强烈的占 89 6%、 91 5 %。结论　应根据不同放疗阶段患者的需求特点 ,在全程系统教育的基础上制定出不同教育方案 ,针对性地对患者实施健康教育。     

高血压健康教育的现状

我国人群50年来高血压呈明显上升趋势,直接影响着人们的健康,合理的治疗能够有效控制血压,延缓心脑血管的损害,极大地降低疾病的死亡率。健康教育是一种极为重要的干预手段,通过对高血压患者实施各种形式的健康教育,提高患者对高血压相关知识的知晓率及依从性,改变健康观念,改进生活方式,能够有效预防及控制高血压。我国的健康教育处于发展阶段,卫生工作人员相对短缺,健康教育方式相对单一。因此,加强卫生工作人员的培训,不断提升专业人员职业素养,并尝试多种形式的健康教育,提升高血压患者和家属的认知水平,积极配合医生治疗,养成良好的生活习惯,改善高血压患者的生活质量,使健康教育达到应有的效果。     

放射治疗中健康教育的探讨

对放射治疗中的患者进行健康教育可以满足患者对放疗知识的迫切需求 ,有利于护患合作 ,顺利完成放射治疗。我院年平均放射治疗患者 2 6 0 0余人次 ,在放疗过程中开展和完善系统的健康教育势在必行。1　健康教育的内容1 1　放疗前教育　患者经临床诊断 ,设定肿瘤治疗计划 ,模拟机体位设定后来治疗室 ,要及时对患者进行正确的健康教育 ,以消除患者对治疗的恐惧。1 1 1　熟悉放疗的环境　向患者介绍放疗候诊室、控制室、治疗室。让患者在监视屏前观看正在治疗的患者 ,并说明技术员将通过监视屏观察患者治疗时的状况。患者在治疗时如有不适情况 …     

“健康教育手册”在肿瘤放疗科的应用

目的　通过对病人实施健康教育 ,掌握放疗基本知识 ,增强病人自我保健意识 ,帮助病人顺利完成放疗。方法　在肿瘤放疗科 ,对放疗病人有目的有计划的实施健康教育 ,采用“健康教育手册”的形式 ,辅以口头讲解和示范教育 ,对其在住院放疗的全过程进行放疗健康知识的宣教 ,并针对不同部位放疗的病人做不同的宣教和指导。宣教的内容主要包括入院及出院指导 ,放疗前、中、后相关知识的讲解等。结果　通过积极宣教 ,患者对放疗的认识程度及放疗知识的掌握程度明显增强。结论　通过系统、计划、反复、针对性的健康教育 ,可明显增加病人对放疗及相关健康知识的认识程度。     

全程健康教育在恶性肿瘤放射性皮炎患者中的应用

目的:探讨全程健康教育对放射性皮炎患者的防护作用。方法:对进行放射治疗的恶性肿瘤患者及家属实施全程的健康教育。结论:通过全程的健康教育提高了患者的对自身疾病的认知能力,加上综合性的护理干预措施减轻了放射性皮肤损伤的发生进展,使患者能够积极配合并主动参与预防、治疗和护理,减轻放疗副反应,从而使得放疗顺利完成并提高患者生活质量。     

糖尿病老年患者社区健康教育需求

社区健康教育是提高老年患者对糖尿病的认知水平,纠正患者对糖尿病的认知误区,加强患者对糖尿病危害性的认识,提高自控力,调动患者对糖尿病治疗积极性和主观能动性的有效方法。我社区服务中心对2009年60岁以上已建立健康档案并进行规范管理的糖尿病患者在心理干预、生活方式干预、药物依从性的指导、血糖的正确监测、并发症的预防几个方面,实行了有效的健康教育,并取得了一定的成绩。糖尿病老年患者通过我社区卫生服务中心管理人员的健康教育对疾病的认识有了提高,增加了战胜疾病的信心。     

实施家属同步健康教育对鼻咽癌患者治疗与康复的影响

目的探讨实施家属同步健康教育对鼻咽癌患者治疗与康复的影响。方法54例鼻咽癌患者随机分为观察组和对照组,对照组进行常规护理及健康教育,观察组在此基础上同时对家属进行同步健康教育,观察时间为12个月,对患者的治疗、康复进行评估。结果观察组患者在治疗按时完成率、功能锻炼达标率、放疗后遗症发生率与对照组比较,差异有非常显著性(p<0.01)。结论实施家属同步健康教育对鼻咽癌患者治疗与康复有积极的作用,能保证治疗按时完成,减少放疗后遗症的发生,提高他们的生活质量。     

糖尿病健康教育的研究进展

中国糖尿病患病人数已超过400万,占全球的1/5,情况不容乐观。健康教育在糖尿病的治疗中起着至关重要的作用,它可使糖尿病患者的自我管理能力及治疗依从性均得到提高,并培养患者健康的生活方式,有效控制疾病的发展,提高生活质量和健康水平。通过对糖尿病进行健康教育不但可以降低糖尿病的发病率及并发症,而且减轻了社会负担。本文从糖尿病健康教育的意义、模式、主要内容、现存问题及展望5个方面进行综述,总结出有效的糖尿病健康教育,可有效提高患者治疗的依从性,显著改善了治疗效果。     

知信行模式健康教育联合芳香疗法在鼻咽癌放疗患者中的应用

目的探讨知信行模式健康教育联合芳香疗法在鼻咽癌放疗患者中的应用效果。方法92例行放疗治疗的鼻咽癌患者随机分为两组,对照组采用常规护理干预,观察组在对照组基础上采用知信行模式健康教育联合芳香疗法干预,比较两组的心理状态及治疗依从性。结果干预后,观察组的SAS、SDS评分均低于对照组,治疗总依从率高于对照组(P<0.05)。结论知信行模式健康教育联合芳香疗法可有效改善鼻咽癌放疗患者的不良心理状态,提高患者的治疗依从性。     

A comprehensive educational approach to improving patient isolation practice

OBJECTIVE: To describe a workable plan for the successful education of a large, diverse group of healthcare workers in a university hospital setting. DESIGN: A prospective, nonrandomized study of compliance with infection control isolation practice following various educational interventions. SETTING: 300-bed tertiary-care, academic medical center with out-patient clinics. PARTICIPANTS: Hospital employees and contract workers. INTERVENTIONS: The infection control department introduced a plan to implement the Centers for Disease Control and Prevention's new isolation guidelines. A comprehensive proposal was presented to administration. It included a time line for institution and a comprehensive educational and performance-improvement plan, including standard lectures and a video that explained Standard and Transmission-Based Precautions. Follow-up consisted of customized in-services and one-on-one continued education tailored to the individual units. RESULTS: Compliance with isolation procedure after standardized lectures and video alone was poor. Compliance improved after institution of smaller, more intensive in-services tailored to individual departments and given during all shifts. CONCLUSIONS: Intensive, individualized education is the key to compliance. This requires sufficient infection control staffing and administrative support.     

社区卫生服务机构医务人员从业培训状况调查及分析

目的通过对社区卫生服务机构医务人员的调查,探讨社区医疗全科医学教育的合理方案和模式。方法采用调查问卷方式,对广州市越秀区部分社区医疗医务人员进行调查,包括基本信息、工作状况、培训教育状况等。结果社区卫生服务机构医务人员构成以大学本科、大专学历为主,职称构成以初级为主。对工作满意程度一般的占44.4%,认为工作压力很大的占44.1%。进行全科医生规范培训前有61.9%的人员没有获得过进修机会。大部分人愿意参加全科医生规范培训,并认为业务水平有一定程度提高。结论全科医生规范培训是提高社区卫生服务机构医务人员业务和服务水平有效途径。对于存在一些问题,需要加强政府管理,加以改善。     

Educating Asthmatic Patients in Primary Care: a Pilot Study of Small Group Education

Patient education is an important part of asthma management.Individual education is usually used for this task. The objectof this study was to assess whether another educational technique,educating patients in small groups, would be as effective andas acceptable as individual counselling in improving knowledgeabout asthma. A specially designed questionnaire was used toassess knowledge and other variables before and after education.Thirty-four patients were educated individually and 34 patientswere educated in small groups. There were significant improvementsin knowledge scores after both types of education. However groupeducation took 4.5 hours for 34 patients whereas individualcounselling took 14.25 hours for the same number. The resultsof this study suggest that educating patients in small groupsis as effective as individual counselling in improving knowledgeof asthma, is acceptable to patients and takes much less time.     

The Effect of Education Based on Kolb's Learning Style on Selfcare Behaviors of the Elderly with Type II Diabetes: A Randomized,Clinical Trial

BackgroundIndividualized patient education can help older people with diabetes to improve their self-care behaviors and effectively manage their disease. Identifying patients'' preferred learning style can be a useful way to optimize learning opportunities. The aim of this study was to investigate the effect of education based on Kolb''s learning style on selfcare behaviors of older people with type II diabetes.MethodsThis randomized clinical trial was conducted on 62 older adults with type II diabetes referred to the diabetes center of Imam Reza Hospital in Bojnourd, Iran, from May to November 2020. Participants who met the inclusion criteria were randomly allocated into two groups of intervention (n=34) and control (n=28). Participants in intervention group received the educational intervention based on their learning style (described by Kolb as accommodating, diverging, converging and assimilating) in four 45 minutes-sessions (two sessions per week). In the control group, the same educational content was presented with a lecture and a booklet. Participants in both groups completed the self-care questionnaires before and one month after the intervention.ResultsThe mean self-care scores of the older adult patients with type II diabetes based on Kolb''s learning style after the educational intervention in the intervention and control groups were 58.15 (SD=10.71) and 44.7 (SD=12.12), respectively (P<0.001). Accommodating Kolb''s learning style-based education was most effective in improving self-care practice in older adult patients with type II diabetes (P<0.001).ConclusionEducation based on Kolb''s learning style is effective in improving self-care behaviors of older people with type II diabetes. Therefore, it is suggested to consider Kolb''s learning style in the educational process of older adults with type II diabetes to improve self-care practice in these patients.     

Family practice residencies in community health centers--an approach to cost and access concerns.

An inadequate number of trained primary care clinicians limits access to care at Community Health Centers. If family practice residents working in these centers can provide care to patients at a cost that is comparable to the center''s hiring its own physicians, then expansion of Family Practice Residency Programs into community centers can address both cost and access concerns. A cost-benefit analysis of the Family Practice Residency Program at the Fresno, CA, community center was performed; the community center is affiliated with the University of California at San Francisco. Costs included (a) residents'' salaries, (b) supervision of the family practice residents, (c) family practice program costs for educational activities apart from supervision at the community center, and (d) administrative costs attributable to family practice residents in the community center. Benefits were based on the number of patients that residents saw in the community center. Using this approach, a cost of $7,700 per resident per year was calculated. This cost is modest compared with the cost of training residents in inpatient settings. The added costs attributable to training residents in community health centers can be shared with agencies that are concerned with medical education, providing physicians to underserved communities, and increasing the supply of primary care physicians. Redirecting graduate medical education funding from hospitals to selected ambulatory care training centers of excellence would facilitate placing residents in community centers. This change would have the dual advantage of addressing the current imbalance between training in ambulatory care and hospital sites and increasing the capacity of community health centers to meet the health care needs of underserved populations.     

A new vision for distance learning and continuing medical education

Increasing demands on continuing medical education (CME) are taking place at a time of significant developments in educational thinking and new learning technologies. Such developments allow today's CME providers to better meet the CRISIS criteria for effective continuing education: convenience, relevance, individualization, self-assessment, independent learning, and a systematic approach. The International Virtual Medical School (IVIMEDS) provides a case study that illustrates how rapid growth of the Internet and e-learning can alter undergraduate education and has the potential to alter the nature of CME. Key components are a bank of reusable learning objects, a virtual practice with virtual patients, a learning-outcomes framework, and self-assessment instruments. Learning is facilitated by a curriculum map, guided-learning resources, "ask-the-expert" opportunities, and collaborative or peer-to-peer learning. The educational philosophy is "just-for-you" learning (learning customized to the content, educational strategy, and distribution needs of the individual physician) and "just-in-time" learning (learning resources available to physicians when they are required). Implications of the new learning technologies are profound. E-learning provides a bridge between the cutting edge of education and training and outdated procedures embedded in institutions and professional organizations. There are important implications, too, for globalization in medical education, for multiprofessional education, and for the continuum of education from undergraduate to postgraduate and continuing education.     

体检人群健康教育需求的现况调查

目的了解人群对健康教育的需求状况,提高体检中心健康教育水平。方法以2010年11月在武警安徽总队医院体检中心接受健康体检者1 122人为调查对象,共回收有效问卷1 043份。问卷内容包括一般人口社会学资料、对健康教育内容及健康教育方式的态度。结果体检人群最希望得到的健康知识前三项依次为＂常见病防治知识＂（44.5%）、＂饮食营养知识＂（29.4%）、＂合理运动的知识＂（10.7%）;其中选择＂合理运动的知识＂和＂戒烟、戒酒的知识和技能＂以男性为主。最愿意接受的健康教育方式依次是＂一对一讲解＂（22.5%）、＂发放健康教育处方等宣传资料＂（18.1%）和＂健康教育讲座＂（18.0%）;40岁以下者选择＂一对一讲解＂和＂电话咨询＂的比例较高,高中以下文化程度者选择＂播放电视录像＂的比例较高,大专以上选择＂短信或电子邮件＂的比例较高。结论体检中心开展健康教育应侧重常见慢性病防治知识、饮食营养及合理运动方面,并结合体检对象的基本特征选择合适的内容和方式。     

Patient education services as oppressor?

The education provided to women patients has been used historically to deliver messages of social and medical control. I suggest ethical standards of practice to tilt the balance toward use of education to serve women's perceived needs. Specific steps include standards and guidelines that specifically address appropriate gender differences in educational messages, regular elicitation from women of educational needs and satisfaction with educational services, and research that specifically tests the impact of patient education services on women and on men. More broadly, patient education must be legitimated as an essential service for which providers and institutions are accountable, and the predominately nonphysician providers who deliver it must be empowered to challenge current practice. Current work on health care as a gendered system suggests that patient education practice can rid itself of only some of the gender bias that exists.     

PATIENT EDUCATION SERVICES AS OPPRESSOR?

The education provided to women patients has been used historically to deliver messages of social and medical control. I suggest ethical standards of practice to tilt the balance toward use of education to serve women's perceived needs. Specific steps include standards and guidelines that specifically address appropriate gender differences in educational messages, regular elicitation from women of educational needs and satisfaction with educational services, and research that specifically tests the impact of patient education services on women and on men. More broadly, patient education must be legitimated as an essential service for which providers and institutions are accountable, and the predominately nonphysician providers who deliver it must be empowered to challenge current practice. Current work on health care as a gendered system suggests that patient education practice can rid itself of only some of the gender bias that exists.     

Determining and maintaining competence: an obligation of allied health education

In a climate of growing concern about the costs and quality of health care, there is increasing evidence that the health care system lacks effective controls to assure the continuing competence of health practitioners. The assumption that educational institutions, and specifically those that prepare allied health professionals, can meet obligations to the clinical community and the public by means of the present haphazard system of voluntary continuing education is questioned. Instead, the author suggests that schools of allied health may have to collaborate with professional organizations in identifying individual deficiencies in clinical practice and in offering remedial, continuing education programs that address these deficiencies. The rationale for the assumption of this unique responsibility for determining and maintaining clinical competence by schools of allied health is explored.