不同護理指導方案對胃鏡檢查病人焦慮之成效

Effectiveness of Different Nursing Education Programs to Reduce Anxiety Undergoing Gastroscopy among Inpatient

10.6530/YYN/2017.1.3

張瓈方(Li-Fang Chang)；林秀美(Hsiu-Mei Lin)；蘇輕感(Ching-Kan Su)；潘雪幸(Hsueh-Hsing Pan)

住院病人 ； 胃鏡 ； 焦慮 ； 多媒體影音光碟 ； 護理指導 ； 滿意度 ； Inpatient ； gastroscopy ； anxiety ； multimedia video ； nursing intervention ； satisfaction

源遠護理

11卷2期（2017 / 07 / 01）

23 - 29

繁體中文

目的：本研究旨在探討多媒體影音光碟合併傳統護理指導單張與傳統護理指導單張二種不同護理指導方案對胃鏡檢查住院病人焦慮之成效及護理指導滿意度。方法：採前後測類實驗研究設計，於2013年7月1日至8月31日以方便取樣選取台北某醫學中心住院病人接受胃鏡檢查者，實驗組共21人給予多媒體影音光碟合併傳統護理指導單張、控制組共25人給予傳統護理指導單張。兩組於接受護理指導前先收集基本資料、焦慮數字量表，病人做完胃鏡後給予填寫焦慮數字量表及滿意度量表進行資料收集。以卡方檢定、t檢定檢驗兩組基本資料之同質性，使用配對t檢定比較兩組護理指導前後焦慮分數之差異，使用廣義線性估計模式校正干擾因子分析不同教育方案前後焦慮之變化，p ＜ 0.05為統計上之顯著意義。結果：實驗組接受護理指導後焦慮分數降低1.5分、控制組降低1.1分，皆達統計顯著差異（p =0.001, p ＜ 0.001），但兩種護理指導方式的焦慮降低分數及滿意度無統計顯著差異（p = 0.282,p = 0.104）。結論：多媒體影音光碟合併傳統護理指導單張與傳統護理指導單張皆能降低進行胃鏡檢查病人的焦慮程度，且多媒體影音光碟合併傳統護理指導單張焦慮降低程度多於傳統護理指導單張，建議未來能發展各種多媒體影音光碟，提升護理服務品質。

Objective: This study explored the effectiveness of two nursing educational programs: multimedia video combined with traditional paper vs. traditional paper alone, in reducing anxiety and improving satisfaction of care among inpatient undergoing gastroscopy. Method: This was a quasi-experimental study design using convenient sampling of pre- and post-test during a two-month period in 2013. Inpatients who received gastroscopy were recruited from a medical center located in Northern Taiwan. A total of 21 participants were assigned to the experimental group receiving multimedia video combined traditional paper education. Another 25 participants were assigned to the control group receiving traditional paper education alone. Demographic data and Anxiety Visual Analogue Scale (AVAS) were used to collect data before education, AVAS and Satisfaction Scale were used to evaluate post gastroscopy. Descriptive statistics, and t-test and chi-square test were compared to experimental and control groups. The paired t-test was used to compare with the pre- and post-test. The effectiveness of two different education programs at different times were assessed using the Generalized Estimating Equation. A p value ＜ 0.05 was used to assess statistical significance. Results: The AVAS scores were statistically significant, reducing 1.5 in the experimental group and 1.1 in the control group after educational programs (p = 0.001, p ＜ 0.001). However, there were no statistically significance between two groups post-test in AVAS and satisfaction (p = 0.282, p = 0.104). Conclusion: The current study demonstrated that both educational programs reduced patients’ anxiety level. The anxiety score was much lower in the group using multimedia video combined with traditional paper than in the group using traditional paper alone. The author recommends development of more multimedia teaching tools to promote the quality of nursing care.

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