Objective To observe the effects of the health education on diabetics. Methods 164 patients with type 2 diabetes were divided into test group and control group according to random number table. The test group (82 cases) was given conventional treatment as well as systematic health education simultaneously, while the control group was only underwent the conventional treatment. Both the two groups were observed for 1 year and during which, the fasting blood glucose (FBG) and 2 hour postprandial blood glucose (PBG) were monitored at least monthly; the glycosylated hemoglobin A1c (HbA1c) was monitored every 3 months. Besides, questionnaires were utilized to evaluate the under-standing of diabetes knowledge, and the improvement of the psychological status of all patients. After that, a compari-son was made to study the difference of FBG, PBG and HbAlc level together with the understanding of diabetes knowl-edge and psychological health status between the two groups, to analyze the influence of health education on DM pa-tients. Results 12 months after the treatment, it was found that on the understanding of diabetes knowledge, the score of test group raised form (24.321±0.244) scores to (55.643±0.184) scores (P<0.01), while the control group raised from (24.202±0.253) scores to (47.536±0.807) scores (P< 0.01), the increase of test group was significantly higher than that of the control group (P< 0.05). On the degree of anxiety, the score of test group fell from (43.369±0.678) scores to (33.476±0.611) scores (P< 0.01), meanwhile the control group went down from (42.738±0.653) scores to (41.236±0.807) scores (P<0.05), the score of test group was significantly lower than that of the control group (P<0.05). On the degree of depression, the score of test group declined from (42.702±0.650) scores to (31.107±0.486) scores (P< 0.01), meanwhile the test group decreased from (41.917±0.626) scores to (40.028±0.719) scores (P< 0.05), the score of testgroup was significantly lower than that of the control group (P<0.05). On the level of FBG, the test group went down from (9.424±0.052) mmol/L to (7.010±0.051) mmol/L (P < 0.01), while the control group decreased from (9.281±0.083) mmol/L to (8.865±0.082) mmol/L (P<0.05), the test group was significantly lower than that of the control group (P< 0.05). On the level of PBG, the test group decreased from (12.748±0.107) mmol/L to (8.919±0.033) mmol/L (P<0.05), meanwhile the control group lowered from (12.840±0.109) mmol/L to (11.957±0.084) mmol/L (P< 0.05), the test group was significantly lower than that of the control group (P< 0.05). On the level of HbAlc, the test group declined from (8.604±0.072)% to (5.573±0.041)% (P < 0.01), meanwhile the control group decreased from (8.521±0.066)% to (8.264±0.058)% (P<0.05), the test group was significantly lower than that of the control group (P< 0.01). Conclusion Medical workers should consider the importance of DM health education seriously and take the most use of it with a comprehensive, diverse, long-term, targeted and whole strategy to help the patients.%目的：观察健康教育对糖尿病(DM)患者的影响。方法将164例2型DM(T2DM)患者依据随机数字表法分为试验组和对照组，对照组(82例)仅给予常规治疗，试验组(82例)在对照组治疗基础上还进行系统化健康教育，观察1年，至少每月检测空腹血糖(FBG)、餐后2 h血糖(PBG)各1次，每3个月检测糖化血红蛋白(HbAlc)1次，并以问卷调查方式评价患者对DM知识的掌握情况和心理状况的改善程度。比较两组患者的FBG、PBG和HbAlc的差异，以及DM知识认知程度和心理健康程度，分析健康教育对DM患者的影响。结果治疗后12个月，在DM知识认知程度方面，试验组由治疗前的(24.321±0.244)分，上升到(55.643±0.184)分(P<0.01)；对照组由治疗前的(24.202±0.253)分上升到(47.536±0.807)分(P<0.01)，试验组显著高于对照组(P<0.05)。在焦虑程度方面，试验组由治疗前的(43.369±0.678)分下降到(33.476±0.611)分(P<0.01)；对照组由治疗前的(42.738±0.653)分下降到(41.236±0.807)分(P<0.05)，试验组显著低于对照组(P<0.05)。在抑郁程度方面，试验组由治疗前的(42.702±0.650)分下降到(31.107±0.486)分(P <0.01)；对照组由治疗前的(41.917±0.626)分下降到(40.028±0.719)分(P<0.05)，试验组显著低于对照组(P<0.05)。在改善FBG方面，试验组由治疗前的(9.424±0.052)mmol/L下降到(7.010±0.051)mmol/L(P<0.01)；对照组由治疗前的(9.281±0.083)mmol/L下降到(8.865±0.082)mmol/L(P<0.05)，试验组显著低于对照组(P<0.05)。在改善PBG方面，试验组由治疗前的(12.748±0.107)mmol/L下降到(8.919±0.033)mmol/L(P <0.05)；对照组由治疗前的(12.840±0.109)mmol/L下降到(11.957±0.084)mmol/L(P <0.05)，试验组显著低于对照组(P<0.01)。在改善HbAlc水平方面，试验组由治疗前的(8.604±0.072)%下降到(5.573±0.041)%(P<0.01)；对照组由治疗前的(8.521±0.066)%下降到(8.264±0.058)%(P<0.05)，试验组显著低于对照组(P<0.01)。结论医务人员应认识到DM健康教育的重要性，加大健康教育力度，采取综合性、多样性、长期性、针对性、全程的教育方式，做到有计划、有步骤、有针对性、有层次地进行健康教育。
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