不同用药教育时间对高血压病患者用药依从性的影响

摘要

目的:探讨不同用药教育时间对高血压病患者用药依从性的影响效果.方法:选取2015年1月至2018年4月赣州市立医院收治的高血压病患者208例, 随机分为对照组52例、观察组156例;临床药师通过认知能力评估表对观察组患者进行认知能力评分, 根据评分结果将其分为观察1组、观察2组和观察3组, 每组52例.对照组患者不进行用药教育;临床药师对观察组患者进行用药教育, 记录用药教育所用时间.通过回访, 统计四组患者用药依从情况、血压达标率, 分析观察组中不同认知能力患者达到用药依从所需时间.结果:对照组患者合计用药教育为0 min, 观察1组为 (36.9±2.4) min, 观察2组为 (27.9±1.8) min, 观察3组为 (17.7±1.7) min, 各组间的差异均有统计学意义 (P＜0.05).出院后2周、1个月、3个月及6个月, 观察1、2、3组患者用药依从性评分的差异均无统计学意义 (P＞0.05), 但均明显高于对照组, 差异均有统计学意义 (P＜0.05);出院后1个月、3个月及6个月, 观察1、2、3组坚持用药患者所占比例明显高于对照组, 差异均有统计学意义 (P＜0.05).结论:根据患者的个体情况给予不同用药教育时间, 能够有效提高患者用药依从性, 提高工作效率.%OBJECTIVE: To probe into the effects of different medication education time on medication compliance of patients with hypertension. METHODS: Totally 208 patients with hypertension admitted into Ganzhou Municipal Hospital from Jan. 2015 to Apr. 2018 were extracted to be randomly divided into the control group (n=52) and the observation group (n=156). The clinical pharmacists scored the cognitive ability of patients in the observation group through the cognitive ability assessment form, and divided the patients into the observation group 1, the observation group 2 and the observation group 3 according to the scoring results, with 52 cases in each group. Patients in the control group did not receive medication education; the clinical pharmacists conducted medication education for the observation group and recorded the time spent on medication education. Through follow-up, the compliance status and blood pressure compliance rate of patients in four groups were statistically analyzed, and the time required for patients with different cognitive abilities in the observation group to achieve compliance was analyzed. RESULTS: The patients in the control group received drug education for 0 min in total, the observation group 1 received (36.9±2.4) min, the observation group 2 received (27.9±1.8) min and the observation group 3 received (17.7±1.7) min, the differences between the groups were statistically significant (P＜0.05). At 2 weeks, 1 month, 3 months and 6 months after discharge, there were no statistically significant differences in the scores of drug compliance among the observation group 1, 2 and 3 (P＞0.05), but the differences were significantly higher than those in the control group (P＜0.05). 1 month, 3 months and 6 months after discharge, the proportion of patients with medication persistence of the observation group 1, 2 and 3 were significantly higher than those in the control group, with statistically significant differences (P＜0.05).CONCLUSIONS: According to the individual condition of the patient, different medication education time can effectively improve the patient's medication compliance and improve the work efficiency.