重新评估1小时基准:儿科败血症中抗生素使用时机与死亡率之间的关系。

IF 0.7 4区 医学 Q3 PEDIATRICS
Clinical Pediatrics Pub Date : 2026-05-01 Epub Date: 2025-12-26 DOI:10.1177/00099228251407402
Alexandra H Baker, Christopher M Pruitt, Paul C Mullan, Elliot Melendez
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引用次数: 0

摘要

回顾性队列研究利用2013年至2016年在19个儿科急诊科治疗的6153名患者的数据,评估儿童败血症的抗生素给药时间与临床结果之间的关系。使用抗生素的时间作为连续变量和二分类变量进行分析(从脓毒症时间0开始≤60分钟vs >60分钟)。主要结局是3天和30天的全因死亡率;次要结局包括血管活性药物的使用、重症监护病房和住院时间。在调整分析中,较长的抗生素使用时间与较低的30天死亡率相关,但与3天死亡率或其他次要结局无关。接受抗生素治疗超过60分钟的患者30天死亡率显著降低。这些发现表明,严格的基于时间的抗生素阈值可能与儿童败血症的改善结果不一致,并强调需要前瞻性研究来为未来的指南提供信息。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Reevaluating the 1 Hour Benchmark: Associations Between Antibiotic Timing and Mortality in Pediatric Sepsis.

Retrospective cohort study evaluating the association between time to antibiotic administration and clinical outcomes in pediatric sepsis using data from 6153 patients treated at 19 pediatric emergency departments between 2013 and 2016. Time to antibiotics was analyzed both as a continuous variable and as a dichotomized variable (≤60 vs >60 minutes from sepsis time zero). The primary outcome was 3- and 30-day all-cause mortality; secondary outcomes included use of vasoactive agents and intensive care unit and hospital length of stay. In adjusted analyses, longer time to antibiotics was associated with lower 30-day mortality but not with 3-day mortality or other secondary outcomes. Patients receiving antibiotics more than 60 minutes from recognition had a significantly lower risk of 30-day mortality. These findings suggest that rigid time-based antibiotic thresholds may not align with improved outcomes in pediatric sepsis and underscore the need for prospective studies to inform future guidelines.

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来源期刊
Clinical Pediatrics
Clinical Pediatrics 医学-小儿科
CiteScore
2.10
自引率
6.20%
发文量
189
审稿时长
3-8 weeks
期刊介绍: Clinical Pediatrics (CLP) a peer-reviewed monthly journal, is a must read for the busy pediatrician. CLP contains state-of-the-art, accurate, concise and down-to earth information on practical, everyday child care topics whether they are clinical, scientific, behavioral, educational, or ethical.
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