基于新媒体的肾移植患者健康教育方案的构建
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摘要
目的构建新媒体环境下的肾移植患者健康教育策略,为专科教康教育提供适用性方案。方法对176例肾移植患者发放"肾移植患者健康教育需求调查问卷"调查等待移植期、入院后第1天、术后第5天、出院前1天及术后随访期5个时间段的健康教育需求;遴选11名专家进行2轮德尔菲法咨询。结果构建成包括3个一级指标(文字库,视频库,音频库)、12个二级指标和82个三级指标(资料)的肾移植患者健康教育策略。2轮专家权威系数Cr为0.880、0.874,协调系数W为0.556、0.613。结论构建的肾移植患者健康教育策略内容来源于患者需求,采用全媒体融合传播形式,可望经临床实践验证后适用于不同层次、不同状态、不同处境肾移植患者的信息需求。
Objective To develop health education strategies for kidney transplant recipients in the new media environment, and to provide practical protocol for health education. Methods A total of 176 kidney transplant recipients were surveyed in terms of their needs of health education about kidney transplantation during the pretransplant waiting period, at the first day after admission, the fifth day after transplantation, the day before discharge and during the follow-up period. Eleven experts were selected for two rounds of Delphi consultation. Results The health education protocol for kidney transplant recipients included 3 first-level indicators(text, video and audio pool), 12 second-level indicators and 82 third-level indicators. The authority coefficient of expert was 0.880 at round 1 and 0.874 at round 2. The Kendall′s coefficients of concordance(W) were 0.556 and 0.613. Conclusion The health education protocol for kidney transplantation which was developed based on patients′ needs and transmitted by the omnimedia, can be applied in clinical practice for kidney transplant recipients after validation.
Objective To develop health education strategies for kidney transplant recipients in the new media environment, and to provide practical protocol for health education. Methods A total of 176 kidney transplant recipients were surveyed in terms of their needs of health education about kidney transplantation during the pretransplant waiting period, at the first day after admission, the fifth day after transplantation, the day before discharge and during the follow-up period. Eleven experts were selected for two rounds of Delphi consultation. Results The health education protocol for kidney transplant recipients included 3 first-level indicators(text, video and audio pool), 12 second-level indicators and 82 third-level indicators. The authority coefficient of expert was 0.880 at round 1 and 0.874 at round 2. The Kendall′s coefficients of concordance(W) were 0.556 and 0.613. Conclusion The health education protocol for kidney transplantation which was developed based on patients′ needs and transmitted by the omnimedia, can be applied in clinical practice for kidney transplant recipients after validation.
引文
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[12] 刘露.基于微信的多媒体健康教育联合回授法对院外肾移植受者服药依从性的干预研究[J].当代护士,2017(9):157-159.
[13] Korus M,Stinson J N,Pool R,et al.Exploring the information needs of adolescents and their parents throughout the kidney transplant continuum[J].Proin Trans,2011,21(1):53-60.
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[18] 黄颖,于雪.健康教育对肾移植术后患者服药依从性的作用[J].中国组织工程研究,2007,11(43):8773-8775.
[19] 苏庆东,李壮江,谭庆,等.强化考核式健康教育对肾移植患者遵医行为的影响[J].护理学杂志,2011,26(20):79-80.
[20] 盛三妹,杨烨.广播及视频式集体健康教育在母婴同室护理中的应用[J].齐鲁护理杂志,2011,17(10):28-29.
[21] 王丽华,黄明春,谢晓梅,等.慢性阻塞性肺疾病患者健康教育视频的制作与应用[J].中华护理教育,2014,11(4):302-304.
[22] 王莉敏,缪燕,孔晓明,等.视频教育对自我注射胰岛素糖尿病患者手卫生知识和行为的影响[J].现代临床护理,2015,14(11):56-59.
[23] 李文娟,张静,梁崇文,等.循证护理在造血干细胞移植供者健康教育中的应用[J].护理学杂志,2011,26(23):51-52.
[24] 赵小明,刘丽,李红芹,等.造血干细胞移植无关供者真实感受的质性研究[J].护理学杂志,2016,31(11):25-28.
[2] 来萌婧,高俐.健康教育新媒体实践分析[J].卫生职业教育,2017,35(23):90-91.
[3] 中国互联网络信息中心.第39次中国互联网络发展状况统计报告[EB/OL].(2017-01-22)[2018-12-20].http://www cnnic.net.cn/hlwfzyj/hlwxzbg/hl-wtjbg/201701/t20170122_66437.Htm.
[4] 石炳毅,袁铭.中国肾移植受者免疫抑制治疗指南(2016版)[J].器官移植,2016,7(5):327-331.
[5] Fallon M,Gould D,Wain Weight S P.Stress and quality of life in the renal transplantation patient:a preliminary investigation[J].J Adv Nurs,1997,25(3):5625-5670.
[6] 杨冬秀.运用小组工作方法提升肾移植患者术后自我管理能力——以南京军区福州总医院泌尿外科“肾移植术后健康自我管理”小组为例[J].中国社会工作,2018(9):53-58.
[7] 杨璎力,马登艳,谷波,等.多种形式的健康教育相结合在肾移植术后患者中的应用[J].中华现代护理杂志,2011,17(8):887-889.
[8] 马登艳,谷波,谭其玲,等.自我监测日记在肾移植术后患者中的应用[J].中华护理杂志,2011,46(1):92-93.
[9] 仲玉杰,谷波,谭其玲.护理干预结合自我监测表提高肾移植患者疾病自我管理的研究[J].华西医学,2016,31(10):1761-1763.
[10] 刘佳,严谨,叶啟发,等.健康教育路径在肾移植患者中的实施及效果评价[J].中南大学学报(医学版),2014,39(1):78-93.
[11] 刘佳,严谨,王琰.肾移植患者健康教育需求及影响因素分析[J].护理研究,2013,26(2):429-430.
[12] 刘露.基于微信的多媒体健康教育联合回授法对院外肾移植受者服药依从性的干预研究[J].当代护士,2017(9):157-159.
[13] Korus M,Stinson J N,Pool R,et al.Exploring the information needs of adolescents and their parents throughout the kidney transplant continuum[J].Proin Trans,2011,21(1):53-60.
[14] 中华人民共和国卫生部.卫生部关于规范活体器官移植的若干规定[S].(2009-12-28)[2018-06-10].http://www.nhc.gov.cn/yzygj/s3586q/200912/b7ec9228f6ad4d529871d159de20a30d.shtml.
[15] Chang A M,Gardner G E,Dumeld C,et al.A Delphi study to validate an advanced practice nursing tool[J].J Adv Nurs,2010,66(10):2320-2330.
[16] Lopez V.Critical care nursing research priorities in Hong Kong[J].J Adv Nurs,2003,43(6):578-587.
[17] 马予洁,闫成美,陶小琴,等.肾移植患者相关健康知识与心理需求调查[J].中华现代护理杂志,2005,11(24):2084-2086.
[18] 黄颖,于雪.健康教育对肾移植术后患者服药依从性的作用[J].中国组织工程研究,2007,11(43):8773-8775.
[19] 苏庆东,李壮江,谭庆,等.强化考核式健康教育对肾移植患者遵医行为的影响[J].护理学杂志,2011,26(20):79-80.
[20] 盛三妹,杨烨.广播及视频式集体健康教育在母婴同室护理中的应用[J].齐鲁护理杂志,2011,17(10):28-29.
[21] 王丽华,黄明春,谢晓梅,等.慢性阻塞性肺疾病患者健康教育视频的制作与应用[J].中华护理教育,2014,11(4):302-304.
[22] 王莉敏,缪燕,孔晓明,等.视频教育对自我注射胰岛素糖尿病患者手卫生知识和行为的影响[J].现代临床护理,2015,14(11):56-59.
[23] 李文娟,张静,梁崇文,等.循证护理在造血干细胞移植供者健康教育中的应用[J].护理学杂志,2011,26(23):51-52.
[24] 赵小明,刘丽,李红芹,等.造血干细胞移植无关供者真实感受的质性研究[J].护理学杂志,2016,31(11):25-28.
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