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目的将Orem辅助-教育系统理论用于64排容积CT冠状动脉造影扫描患者,探讨患者自理能力对成像质量的影响。方法将需行64排CT冠状动脉造影扫描患者120例,随机均分为实验组和对照组,对照组采用常规的检查前谈话和签字手续。实验组先对患者采用Orem辅助-教育系统理论进行护理干预,施行针对性的教育措施,再行谈话与签字手续。评价两组焦虑程度分数、心率变化、屏气呼吸情况、影像质量以及对比剂的副作用。结果实验组焦虑程度标准分值、心率<65次/min和服用倍他乐克(美托洛尔)的人数、屏气呼吸符合率、影像质量与成功率与对照组相比差异有统计学意义(P<0.05)。结论Orem辅助-教育系统理论可明显提高患者的自理能力,显著提高检测的成功率和成像质量。
OBJECTIVE: To apply the Orem Assisted-Education System Theory to 64-row CT coronary angiography in patients undergoing coronary angiography to explore the impact of self-care ability on imaging quality. Methods Sixty-two patients with 64-slice CT coronary angiography were randomly divided into experimental group and control group. The control group received routine pre-examination talk and signature procedure. The experimental group first used Orem auxiliary-education system theory to carry out nursing intervention, implemented targeted educational measures, and then talked and signed the formalities. The scores of anxiety, heart rate, breath-hold, image quality and contrast agent side effects were evaluated in both groups. Results The scores of anxiety, standard deviation of heart rate, heart rate <65 beats / min and metoprolol in metoprolol group, breath-hold breath rate, image quality and success rate in experimental group were significantly different from those in control group (P <0.05). Conclusion The Orem Auxiliary-Education System Theory can significantly improve patients’ self-care ability and significantly improve the success rate and imaging quality of detection.