达标互动理论在早发性脊柱侧凸手术患儿父母疾病知识认知及行为能力中的应用研究

目的探讨达标互动理论对早发性脊柱侧凸行生长棒手术治疗患儿父母认知及行为能力的影响。方法选取2018年1月至2019年5月在本院二病区住院行生长棒手术治疗的脊柱畸形患儿30例及其父母共30名为对照组,对患儿采取常规护理方法及指导其父母对患儿实施包括生活护理、伤口护理和功能锻炼等;选取2018年1月至2019年5月在本院一病区住院行生长棒手术治疗的脊柱畸形患儿32例及其父母共32名为试验组,对患儿采取常规护理方法,对其父母实施基于达标互动理论的护理干预。干预前和干预后(行第3次撑开延长型生长棒手术出院时)比较两组患儿父母疾病知识认知及行为能力得分及互动达标率的差异。结果干预后,试验组患儿父母疾病知识认知及行为能力得分高于对照组及干预前(均P<0.01);疾病认知及行为达标率高于对照组(P<0.05)。结论实施以基于达标互动理论的护理干预,能够提高早发性脊柱侧凸行生长棒手术患儿父母近期的疾病知识认知及行为能力。

Effect of nursing intervention based on standard interaction theory on recognition and behaviors of patients of spinal deformity children treated with growing rods technique

Objective To explore the effect of nursing intervention based on standard interaction theory on patients of spinal deformation children treated with growing rods technique. Methods From January 2018 to May 2019, early-onset scoliosis patients who were treated with growing rods, were assigned into the taial group(n=32) in ward unit one and the control group(n=30) in ward unit two.The trial group received progressive nursing intervention based on the standard interaction theory, while the control group only received routine nursing care. The two groups were compared in terms of nursing cognition and behavioral ability of their parents as well as the advance rate of standard interaction before and after surgery. Results The nursing cognitions and skills scores of the trial group were significantly higher than those of the control group. The advance rate in the trial group was significantly higher than that of the control group(P<0.05). Conclusion Progressive nursing intervention based on the standard interaction theory for spinal deformity children treated with growing rods can quickly improve nursing cognitions and recognition and behavioral abilities of the children’s patients.