Application of LEARNS model in health education for patients undergoing coronary computed tomography angiography examination
10.3760/cma.j.cn211501-20231106-00939
- VernacularTitle:LEARNS模式在冠状动脉CT血管成像检查患者健康教育中的应用
- Author:
Jiani ZHAO
1
;
Jing LYU
;
Yueying ZHANG
Author Information
1. 山西医科大学护理学院，太原 030001
- Keywords:
Health education;
LEARNS model;
Coronary computed tomography angiography;
Image quality
- From:
Chinese Journal of Practical Nursing
2024;40(16):1207-1213
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effect of LEARNS(L: listen; E: establish; A: adopt; R: reinforce; N: name; S: strengthen) model in health education for patients undergoing coronary computed tomography angiography(CCTA) examination, so as to provide basis for improving image quality and optimizing examination process.Methods:One hundred and sixteen patients who underwent CCTA examination at the Second Hospital of Shanxi Medical University from April to September 2023 were selected as the research subjects by convenience sampling method. A non-concurrent controlled study was conducted, with 58 patients examined from April to June 2023 as the control group to implement conventional health education, and 58 patients examined from July to September 2023 as the observation group to implement LEARNS model health education. The differences in examination knowledge scores, anxiety level, coronary artery image quality, examination duration and health education satisfaction between the two groups were compared.Results:There were 31 males and 27 females in the control group, aged (51.97 ± 9.39) years old. There were 30 males and 28 females in the observation group, aged (53.48 ± 8.95) years old. There was no significant difference in the examination knowledge scores and anxiety level before the intervention between the two groups ( P>0.05). After the intervention, the examination knowledge score of the patients in the observation group was (12.95 ± 1.15) points, which was higher than (9.02 ± 1.55) points in the control group, the difference was statistically significant ( t=-15.53, P<0.05). The acceptance rate of image quality in the observation group was 96.6% (56/58), which was higher than 87.9% (51/58), but the difference was not statistically significant ( χ2=1.93, P>0.05). The proportion of patients with level 1 image quality in the observation group was 81.0%(47/58), which was higher than 55.2%(32/58) in the control group, the difference was statistically significant ( χ2=8.93, P<0.05). The total score of health education satisfaction in the observation group was (39.81 ± 1.81) points, which was higher than (31.19 ± 3.10) points in the control group, the difference was statistically significant ( t=-18.27, P<0.05). The score of anxiety scale and duration of examination in the observation group were (36.81 ± 2.12) points and (6.72 ± 1.02) min respectively, which were significantly lower than (41.12 ± 2.46) points and (9.40 ± 1.49) min in the control group, the differences were statistically significant ( t=10.11, 11.29, both P<0.05). Conclusions:LEARNS model is used for health education of patients undergoing CCTA examination, which helps to improve patients′ knowledge level, health education satisfaction and coronary image quality. It can also alleviate examination anxiety and shorten examination time. It is worthy of promotion.
