基于社会支持的扩展健康信念模型教育干预对促进涂阳肺结核患者自我保健行为的影响

S. Hosseinalipour, A. Mohammadbeigi, A. Rahbar, S. Mohebi
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引用次数: 4

摘要

背景与目的:结核病是一种由结核分枝杆菌引起的传染病。它是世界上第十大死亡原因。尽管实施了有效的预防和治疗计划,但在减少和控制结核病病例方面尚未取得预期的成功。本研究旨在探讨基于社会支持的健康信念模型教育对2019年库姆省痰阳性肺结核患者自我护理行为的促进作用。方法:对80例涂阳肺结核患者进行教育干预研究。患者随机分为实验组(n= 40)和对照组(n= 40)。教育干预分三次进行,每次45分钟。在教育干预前和教育干预后三个月,通过问卷调查和直接访谈收集数据。数据分析采用SPSS软件20版,在0.05的显著性水平上进行描述性检验(频率和百分比、均值和标准差)和分析性检验(配对t检验、独立t检验和卡方检验)。结果:教育干预前,实验组与对照组在自我护理行为、感知敏感性、感知障碍、感知利益、感知自我效能感、感知社会支持等方面的平均得分差异均无统计学意义(P>0.05)。而教育干预后,实验组与对照组在自我照顾行为、感知障碍、感知利益、感知自我效能和感知社会支持的平均得分均有显著差异(P<0.05)。结论:本研究结果表明,基于扩展健康信念模型的教育可以通过增加和改善结构状态,在感知障碍、感知利益、感知自我效能、感知社会支持和自我照顾方面发挥有效作用。因此,通过设计基于该模型的教育方案,有可能为目标患者的行为改变提供依据。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Impact of Educational Intervention Based on Extended Health Belief Model With Social Support on Promoting Self-care Behaviors in Patients With Smear Positive Pulmonary TB
Background and Objectives: Tuberculosis is an infectious disease caused by Mycobacterium tuberculosis. It is the tenth leading cause of death in the world. Despite the implementation of an effective prevention and treatment plan, the expected success in reducing and controlling TB cases has not yet been achieved. The aim of this study was to determine the effect of education based on health belief model developed with social support on the promotion of self-care behaviors of patients with smear-positive pulmonary tuberculosis in Qom province in 2019. Methods: 80 patients with smear-positive pulmonary tuberculosis Patient being treated at Qom Health Center were included in this educational intervention study. Patients were randomly divided into experimental (n= 40) and control (n= 40) groups. The educational intervention was performed in three sessions of 45 minutes. Data were collected using a questionnaire and during a direct interview before the educational intervention and three months after the educational intervention. Data analysis using SPSS software version 20 and descriptive tests (frequency and percentage, mean and standard deviation) and analytical tests (paired t-test, independent t-test and Chi-square) at the significance level of 0.05 done. Results: Before educational intervention, there was no significant difference in the mean scores of self-care behavior, perceived sensitivity, perceived barriers, perceived benefits, perceived self-efficacy and perceived social support between the experimental and control groups (P>0.05 ). However, after the educational intervention, a significant difference was observed between the experimental and control groups in terms of the mean scores of self-care behavior, perceived barriers, perceived benefits, perceived self-efficacy and perceived social support (P<0.05). Conclusion: The results of this study showed that education Based on Extended Health Belief Model can be effective on perceived barriers, perceived benefits, perceived self-efficacy, perceived social support, and self-care by increasing and improving the status of structures. Therefore, by designing educational programs based on this model, it is possible to provide the ground for behavior change in target patients.
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