引导式教育系统在脑瘫儿童康复中的应用效果分析

目的分析引导式教育系统在脑瘫儿童康复中的应用效果。 方法随机选取济南市按摩医院康复科自2018年1月至2019年3月收治的脑瘫儿童60例，随机分为引导式教育系统组（30例）和常规性康复训练组（30例），统计分析2组患儿的粗大运动功能测量（GMFM）评分、临床疗效、各功能区DQ评分、Gesell发育评分、生活自理能力评分、社会适应能力评分。 结果康复训练前，2组患儿的GMFM评分、DQ评分、Gesell发育评分、生活自理能力评分、社会适应能力评分之间的差异均无统计学意义（P>0.05）。康复训练后，2组患儿的GMFM评分、DQ评分、Gesell发育评分、生活自理能力评分、社会适应能力评分均显著高于康复训练前，引导式教育系统组患儿的GMFM评分、DQ评分、Gesell发育评分、生活自理能力评分、社会适应能力评分均显著高于常规性康复训练组，差异均具有统计学（P<0.05）。引导式教育系统组患儿的总有效率（86.7%）显著高于常规性康复训练组（66.7%），差异均具有统计学（P<0.05）。 结论引导式教育系统在脑瘫儿童康复中的应用效果较常规性康复训练好。

Application of guided education system in the rehabilitation of children with cerebral palsy

ObjectiveTo analyze the effect of guided education system in the rehabilitation of children with cerebral palsy. MethodsFrom January 2018 to March 2019, 60 children with cerebral palsy in our hospital were randomly divided into two groups: a guided education system group (n=30) and a routine rehabilitation nursing group (n=30). The gross motor function measure (GMFM) scores of the two groups were statistically analyzed. Clinical efficacy, DQ score, Gesell development score, self-care ability score, social adaptability score. ResultsBefore rehabilitation training, there were no significant differences in GMFM score, DQ score, Gesell development score, self-care ability score and social adaptability score between the two groups (P>0.05). After rehabilitation training, the GMFM score, DQ score, Gesell development score, self-care ability score and social adaptability score of the two groups were significantly higher than those before rehabilitation training. The GMFM score, DQ score, Gesell development score, self-care ability score and social adaptability score of the children in the guidance education system group were significantly higher than those before rehabilitation training. Compared with the routine rehabilitation training group, the difference was statistically significant (P<0.05). The total effective rate of guided education system group (86.7%) was significantly higher than that of routine rehabilitation training group (66.7%), the difference was statistically significant (P<0.05). ConclusionThe application effect of guided education system in the rehabilitation of children with cerebral palsy is better than that of routine rehabilitation nursing.