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目的:探讨应用基于微课程教学法的护理干预对于妊娠期抑郁产妇的影响。方法:选择2016年1月至2016年12月在深圳市妇幼保健院门诊进行产检并确诊为妊娠期抑郁的产妇共168例,随机分为治疗组81例和对照组87例。对照组进行传统孕妇学校模式,治疗组进行微课程教学法的孕妇学校方式。在两组患者干预前和干预后2周进行问卷测评,包括:Zung氏抑郁自评量表(SDS);妊娠压力量表;孕妇基本情况调查表。结果:治疗后两组患者妊娠压力阳性率之间比较,治疗组优于对照组,差异有统计学意义(P<0.05);治疗后治疗组及对照组的抑郁评分指数分别为(0.48±0.03)和(0.53±0.07),两组之间比较,差异有统计学意义(P<0.05)。结论:孕妇学校是孕期保健的重要手段,基于翻转教学法的微课堂教学模式对于妊娠期抑郁具有明确的疗效,干预效果明显优于传统模式的孕妇学校。
Objective: To explore the application of micro-curriculum based nursing intervention for pregnant women with depression. Methods: A total of 168 maternal women who were diagnosed during pregnancy and were diagnosed as pregnant during pregnancy in Shenzhen MCH from January 2016 to December 2016 were randomly divided into treatment group (n = 81) and control group (n = 87). The control group conducted the traditional pregnant women’s school model, and the treatment group conducted the micro-curriculum teaching method for pregnant women schools. Two groups of patients before intervention and 2 weeks after intervention questionnaire evaluation, including: Zung’s depression self-rating scale (SDS); pregnancy stress scale; basic survey of pregnant women. Results: After treatment, the positive rate of pregnancy pressure in the two groups was better than that in the control group (P <0.05). The depression scores of the treatment group and the control group were (0.48 ± 0.03) ) And (0.53 ± 0.07) respectively. The difference between the two groups was statistically significant (P <0.05). Conclusion: The pregnant women ’s school is an important means of health care during pregnancy. The teaching mode of micro - classroom based on overturning teaching method has definite curative effect on the depression during pregnancy, and the intervention effect is obviously better than the traditional model pregnant women’ s school.