授权赋能教育模式对糖尿病患者自我效能和血糖控制的影响

目的探讨授权赋能教育模式对糖尿病患者自我效能和血糖控制的影响。方法153例2型糖尿病患者随机分为观察组77例和对照组76例．分别采用授权赋能教育模式和传统健康教育模式进行教育。结果干预前后观察组DMSES和DSQL比较，差异有统计学意义（P〈0．05），两组干预前后DMSES差异均有统计学意义（P〈0．05）。观察组干预前后DSQL差异有统计学意义（P〈0．05），两组干预后1个月和3个月DMSES、DSQL评分差异均显著（P〈0．05）。干预前后观察组和对照组的空腹血糖、糖化血红蛋白及每日自测血糖次数比较，差异有统计学意义（P〈0．05），干预后观察组和对照组空腹血糖、糖化血红蛋白及每日自测血糖次数之间差异均有统计学意义（P〈0．05）。结论授权赋能教育模式能有效提高患者配合治疗和监控血糖主动性和自我效能，血糖控制平稳效果显著。

Empowerment education model for diabetes self-efficacy and glycemic control

Objective To investigate the empowerment mode of education on diabetes self-efficacy and glycemic control. Methods A total of 153 patients with type 2 diabetes were randomly divided into the observation group （77 cases） and the control group （76 cases）, respectively empowerment education model and traditional health education model for patient education. Results Before and after intervention the observation group DMSES and DSQL differences were sta- tistically significant （P〈0.05）, the differences were statistically significant （P〈0.05）, in the two groups before and af- ter the intervention DMSES the DSQL difference before and after the intervention of the observation group were statistically significant（P〈0.05）, after 1 month and 3 months DMSES, DSQL score between the two groups after intervention were significantly （P〈0.05）. Observation group and control group before and after intervention fasting blood glucose, glycosylated hemoglobin and the number of daily self-test blood sugar differences were statistically significant （P〈 0.05）, the observation group and control group after the intervention fasting blood glucose,glycosylated hemoglobin and the number of daily self-test blood sugar, the differences were statistically significant （P〈0.05）. Conclusion Em- powerment education model can effectively improve patients with the treatment and monitoring of blood glucose initia- tive and self-efficacy, blood glucose control smooth effect is significant.