线上孕妇学校联合回授法在妊娠期糖尿病孕妇及其配偶中的应用及效果评价

doi:10.3761/j.issn.0254-1769.2023.11.001

摘要/Abstract

摘要：

目的探讨线上孕妇学校联合回授法在妊娠期糖尿病（gestational diabetes mellitus，GDM）孕妇及其配偶健康教育中的应用效果。方法采用便利抽样法，选取2021年1月—6月在泉州市某三级甲等综合医院建档并规律产检的GDM孕妇及其配偶作为研究对象，采用随机数字表法分为试验组（n=65）和对照组（n=65）。试验组采用线上孕妇学校联合回授法进行健康教育，对照组采用常规孕期健康教育。比较两组干预前后GDM孕妇自我管理评价量表得分、GDM孕妇生活质量量表得分、血糖水平、照顾者积极感受量表得分以及巨大儿的出生率。结果干预后，试验组GDM孕妇自我管理评价量表得分为（85.22±2.91）分，对照组为（59.00±3.18）分，两组比较，差异具有统计学意义（t=46.851，P<0.001）；试验组GDM孕妇生活质量量表得分为（78.68±3.36）分，对照组为（48.00±2.58）分，两组比较，差异具有统计学意义（t=55.990，P<0.001）；试验组照顾者积极感受量表得分为（42.02±2.89）分，对照组为（28.77±3.43）分，两组比较，差异具有统计学意义（t=-22.779，P<0.001）；试验组孕妇空腹血糖（t=-15.881，P<0.001）、餐后2 h血糖（t= -12.308，P<0.001）及巨大儿出生率（χ²=5.783，P=0.016）均低于对照组，差异均具有统计学意义。结论通过线上孕妇学校联合回授法对GDM孕妇及其配偶进行健康教育，可发挥配偶的积极支持作用，提高GDM孕妇的自我管理能力及生活质量，有效控制血糖，降低巨大儿的出生率。

关键词: 回授法, 孕妇学校, 妊娠期糖尿病, 配偶, 生活质量, 健康教育, 产科护理

Abstract:

Objective To explore the effects of double subjects health education based on online maternal school combined with teach-back in pregnant women with gestational diabetes mellitus（GDM） and their spouses. Methods Convenient sampling method was adopted to select pregnant women with GDM and their spouses attending the antenatal clinic at a tertiary general hospital in Quanzhou City from January to June 2021. They were randomized into an experimental group（n=65） or a control group（n=65）. The experimental group received online maternal education combined with teach-back method，while their counterparts in the control group were given routine maternal education. Self-management scale，quality of life questionnaire，blood glucose level，positive aspects of caregiver scale，and rate of macrosomia were measured and compared between the 2 groups before and after the intervention. Results After the intervention，the score of self-management scale was（85.22±2.91） in the experimental group，and it was（59.00±3.18） in the control group，and the difference was statistically significant（t=46.851，P<0.001）；the score of quality of life questionnaire was（78.68±3.36） in the experimental group，and it was（48.00±2.58） in the control group，and the difference was statistically significant（t=55.990，P<0.001）. The score of spouse positive aspects of caregiver scale in the experimental group was（42.02±2.89），and（28.77±3.43） in the control group，with statistically significant between the 2 groups（t=-22.779，P<0.001）. The level of fasting blood glucose（t=-15.881，P<0.001），2 h postprandial blood glucose（t=-12.308，P<0.001） and rate of macrosomia in the experimental group were significantly lower than those in the control group（ χ²=5.783，P=0.016）. Conclusion Double subjects health education based on online maternal school combined with teach-back can activate the support of spouse，improve self-management ability and quality of life of pregnant women with GDM，achieve blood glucose control and reduce the rate of macrosomia.

Key words: Teach-Back Method, Maternal School, Gestational Diabetes Mellitus, Spouse, Quality of Life, Health Education, Obstetrical Nursing

戴亚端, 张小玲, 吴碧瑜, 郭进华, 高玉玲, 林丽媛. 线上孕妇学校联合回授法在妊娠期糖尿病孕妇及其配偶中的应用及效果评价[J]. 中华护理杂志, 2023, 58(11): 1285-1291.

DAI Yaduan, ZHANG Xiaoling, WU Biyu, GUO Jinhua, GAO Yuling, LIN Liyuan. Effects of double subjects health education based on online maternal school combined with teach-back in pregnant women with gestational diabetes mellitus and their spouses[J]. Chinese Journal of Nursing, 2023, 58(11): 1285-1291.

图/表 5

表1 线上孕妇学校联合回授法的健康教育方案

Table 1 Content of double subjects health education based on online maternal school combined with teach-back method

表2 两组妊娠期糖尿病孕妇一般资料比较

Table 2 Comparison of general data between 2 groups of pregnant women with GDM

表3 两组干预前后妊娠期糖尿病孕妇自我管理评价量表及生活质量量表得分比较（分，$\bar{x}±s$）

Table 3 Comparison of scores of Self-Management Evaluation Scale and Quality of Life Scale of Pregnant Women with GDM between 2 groups before and after intervention（score，$\bar{x}±s$）

表4 两组干预前后妊娠期糖尿病孕妇血糖水平比较（mmol/L，$\bar{x}±s$）

Table 4 Comparison of changes in blood glucose levels with GDM between 2 groups before and after intervention（mmol/L，$\bar{x}±s$）

表5 两组干预前后配偶照顾者积极感受量表得分比较（分，$\bar{x}±s$）

Table 5 Comparison of Positive Aspects of Caregiver scores between 2 groups before and after intervention（score，$\bar{x}±s$）

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