回授法健康教育对养老机构老年高血压患者健康素养的影响

摘要

目的 探讨回授法健康教育对养老机构老年高血压患者健康素养的影响.方法 采用分层整群随机抽样方法选取6所养老机构的老年高血压患者,分为实验组和对照组,每组各151例;对照组患者采用同伴教育方法,实验组患者在对照组的基础上采用回授法健康教育.比较两组患者干预前后高血压健康素养总分及4个维度得分情况.结果 两组患者干预前高血压健康素养总分及各维度得分比较,均P>0.05,差异无统计学意义;两组患者干预后高血压健康素养总分及各维度得分比较,均P<0.001,差异具有统计学意义,实验组患者高血压健康素养总分及各维度得分明显高于对照组.实验组患者干预前后高血压健康素养总分及各维度比较,均P<0.001,差异具有统计学意义,干预后得分明显高于干预前;对照组患者干预前后高血压健康素养总分及健康知识、健康信念、健康技能维度得分比较,均P<0.01,差异具有统计学意义,干预后得分明显高于干预前,但健康行为得分干预前后比较,P>0.05,差异无统计学意义.结论 回授法健康教育可提高老年人高血压健康素养水平,值得临床推广应用.%Objective To explore the effect of the health education with teaching -back method on senior citizens' hypertension related health literacy in nursing homes. Methods Six nursing homes, randomly selected using stratified cluster random sampling method, were randomly divided into the experiment group and the control group,151 cases in each group. The control group received peer education method, and the experiment group received the health education with teaching-back method on the basis of the control group. The hypertension related health literacy total scores and 4 dimension scores of the two groups were compared before and after the intervention. Results There was no significant difference in the total score and each dimension score of the hypertension related health literacy between the experiment group and the control one before intervention (P>0.05). There was significant difference in the total score and each dimension score of the hypertension related health literacy between the experiment group and the control one after intervention (P<0.001). The total score and each dimension score of the hypertension related health literacy of the experiment group were significantly higher than that of the control group. There was significant difference in the total score and each dimension score of the experiment group before and after intervention (P<0.001). The scores of the experiment group after intervention were significantly higher than before. There was significant difference in the total score, knowledge attainment score, faith accomplishment score and technical accomplishment score of the control group before and after intervention (P < 0.01). The score of the control group after intervention were significantly higher than before. But the behavior literacy before and after intervention was not statistically significant (P>0.05). Conclusion The health education with teaching-back method can improve the elderly hypertension related health literacy level and improve the quality of health education.