论文部分内容阅读
目的探讨微信赋能教育对住院早产儿母亲育儿自我效能及压力的影响。方法选取2014年9月-2015年5月广东医学院附属医院新生儿科早产儿母亲100例为研究对象,随机分为对照组和干预组。对照组予常规健康宣教,干预组在此基础上接受以微信为媒介的赋能教育,比较两组育儿自我效能及压力水平。结果两组干预前育儿自我效能、压力水平差异无统计学意义(P>0.05)。干预组干预后育儿自我效能得分高于对照组,压力得分低于对照组,差异均有统计学意义(均P<0.05)。对照组自身干预前后育儿自我效能得分、压力得分均差异无统计学意义(均P>0.05)。干预组干预后出生体重<1 500 g的早产儿母亲育儿自我效能得分高于干预前,差异有统计学意义(P<0.05)、压力得分与干预前比较差异无统计学意义(P>0.05);出生体重≥1500 g的早产儿母亲育儿自我效能得分与干预前比较差异无统计学意义(P>0.05),压力得分低于干预前,差异有统计学意义(P<0.05)。结论以微信为媒介的赋能教育可提高住院早产儿母亲育儿自我效能、降低住院早产儿母亲压力。
Objective To explore the effect of WeChat empowerment education on the self-efficacy and stress of mothers in hospitalized premature infants. Methods From September 2014 to May 2015, 100 mothers of neonates with preterm infants in the Guangdong Medical College Hospital were selected as the study subjects and randomly divided into control group and intervention group. The control group was given routine health education. On the basis of this, the intervention group received the education of WeChat as a medium, and compared their self-efficacy and stress level. Results There was no significant difference in self-efficacy and stress level of the two groups before intervention (P> 0.05). The self-efficacy scores of intervention children after intervention were higher than those of control group, and the scores of stress scores were lower than those of control group (all P <0.05). There were no significant differences in scores of self-efficacy and stress scores before and after intervention in the control group (all P> 0.05). The self-efficacy scores of childbearing in preterm infants with birth weight <1 500 g after intervention were higher than those before intervention (P <0.05), and there was no significant difference in stress scores between pre-intervention and pre-intervention (P> 0.05) (P> 0.05). The scores of childbearing self-efficacy of mothers with birth weight≥1500 g had no statistical significance before intervention (P> 0.05), and the scores of stress were lower than those before intervention (P <0.05). Conclusion WeChat as a medium of empowerment education can improve mothers’ self-efficacy in hospitalized premature infants and reduce the pressure of mothers in hospitalized premature infants.