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目的:研究不同方式健康教育对老年精神障碍患者焦虑情绪的护理效果。方法:选取2013年5月-2016年5月我院收治的老年精神障碍患者124例,根据随机数表法将患者均分为对照组(n=62)和观察组(n=62),对比两组护理干预前后的焦虑自评量表(SAS)、抑郁自评量表(SDS)、日常生活能力(ADL)和简易智能状态量表(MMSE)得分。结果:两组的SDS和SAS得分在干预前差异无统计学意义(P>0.05),护理干预后观察组的SDS得分显著低于对照组(t=-8.267,P<0.001);护理干预后观察组的SAS得分显著低于对照组(t=-8.211,P<0.001);护理干预后观察组的语言能力得分、逻辑能力、记忆能力得分均明显高于对照组,差异有统计学意义(t=4.261,12.221,6.961;P<0.001);护理干预后观察组的ADL得分明显低于对照组(t=-5.381,P=0.002)。结论:健康教育和心理护理干预能显著改善患者的症状,提高患者认知能力和逻辑能力,值得临床推荐。
Objective: To study the nursing effect of different ways of health education on anxiety in elderly patients with mental disorders. Methods: A total of 124 elderly patients with mental disorders admitted to our hospital from May 2013 to May 2016 were randomly divided into control group (n = 62) and observation group (n = 62) according to random number table. SAS anxiety scale, SDS, ADL and MMSE scores before and after nursing intervention. Results: There was no significant difference in SDS and SAS scores between the two groups before and after intervention (P> 0.05). After nursing intervention, the SDS score of the observation group was significantly lower than that of the control group (t = -8.267, P <0.001) SAS scores of the observation group were significantly lower than those of the control group (t = -8.211, P <0.001). After nursing intervention, the scores of language ability, logic ability and memory ability of the observation group were significantly higher than those of the control group t = 4.261,12.221,6.961; P <0.001). The scores of ADL in the observation group after nursing intervention were significantly lower than those in the control group (t = -5.381, P = 0.002). Conclusion: Health education and psychological nursing intervention can significantly improve patients’ symptoms and improve their cognition and logical ability, which is worthy of clinical recommendation.