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基于计划行为理论的健康教育对肾移植患者服药依从性的影响

Effect of health education based on planned behavior theory on medication compliance of kidney transplant patients

    摘要
  • 摘要:
    目的 分析基于计划行为理论的健康教育对肾移植患者服药依从性的影响。
    方法 选取426例肾移植患者作为研究对象，随机分为对照组和观察组，每组213例。对照组患者应用常规护理，观察组在对照组基础上应用基于计划行为理论的健康教育。比较2组患者干预前后服药依从性免疫抑制药物依从性Basel评估量表(BAASIS)、免疫抑制剂治疗依从性测评工具量表(ITAS)、Morisky服药依从量表、服药信念服药信念量表(BMQ)，包括一般信念(BMQ-General)和特异性信念(BMQ-Specific)、心理状态心理痛苦温度计(DT)、汉密尔顿焦虑量表(HAMA)、汉密尔顿抑郁量表(HAMD)及健康教育满意度情况。
    结果 干预后，观察组BAASIS评分低于对照组，ITAS评分及Morisky评分高于对照组，差异有统计学意义(P < 0.05);观察组患者BMQ-General、BMQ-Specific得分高于对照组，差异有统计学意义(P < 0.05);干预后，观察组患者DT、HAMA、HAMD评分低于对照组，差异有统计学意义(P < 0.05)。观察组的健康教育满意度为94.84%, 高于对照组的86.86%, 差异有统计学意义(P < 0.05)。
    结论 基于计划行为理论的健康教育能提高肾移植患者服药依从性及服药信念，缓解患者心理痛苦及负面情绪，提高患者健康教育满意度。

     

    Abstract:
    Objective To analyze the effect of health education based on planned behavior theory on medication compliance of kidney transplant patients.
    Methods A total of 426 patients with kidney transplantation were randomly divided into control group and observation group, with 213 patients in each group. The control group was treated with routine nursing, and the observation group was treated with health education based on planned behavior theory on the basis of control group. The medication complianceBasel Assessment of Adherence to Immunosuppressive Medications Scale (BAASIS), immunosuppressant therapy adherence instrument (ITAS) Scale and Morisky Medication Compliance Scale, medication beliefBeliefs about Medication Questionnaire (BMQ), including general beliefs (BMQ-General) and specific beliefs(BMQ-Specific), psychological statedistress thermometer (DT), Hamilton Anxiety Scale (HAMA), Hamilton Depression Scale (HAMD)and health education satisfaction of the two groups were compared before and after intervention.
    Results After intervention, BAASIS score in the observation group was significantly lower than that in the control group, ITAS score and Morisky score in the observation group were significantly higher than those in the control group (P < 0.05); the scores of BMQ-General and BMQ-Specific in the observation group were significantly higher than those in the control group (P < 0.05); after intervention, DT, HAMA and HAMD scores in the observation group were significantly lower than those in the control group (P < 0.05). The satisfaction of health education in the observation group was 94.84%, which was significantly higher than 86.86% in the control group (P < 0.05).
    Conclusion Health education based on the theory of planned behavior can improve patients' compliance and medication belief, relieve patients' psychological pain and negative emotions, and improve patients' satisfaction with health education.

     

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