Effects of group education based on transactional analysis in patients with esophageal squamous cell carcinoma underwent radiotherapy
10.3760/cma.j.issn.1674-2907.2017.31.006
- VernacularTitle:交互分析模式团体教育在食管鳞状细胞癌放射治疗患者中的应用效果
- Author:
Ailian HE
1
;
Li CAO
;
Yongshun CHEN
;
Xiaoying HUI
;
Dongying LIU
Author Information
1. 郑州大学附属肿瘤医院放疗科
- Keywords:
Esophageal neoplasms;
Group education;
Transactional analysis;
Radiotherapy
- From:
Chinese Journal of Modern Nursing
2017;23(31):3960-3964
- CountryChina
- Language:Chinese
-
Abstract:
Objective To explore effects of group education based on transactional analysis in patients with esophageal squamous cell carcinoma underwent radiotherapy to find an effective education method and provide a theoretical basis for the clinical application. Methods A number of 69 cases of esophageal squamous cell carcinoma patients underwent radiotherapy from August 2014 to July 2015 were recruited in the control group. The other 77 cases of esophageal squamous cell carcinoma patients underwent radiotherapy from August 2015 to July 2016 were included into the observation group. The control group was managed by routine group education, while the observation group was managed by group education based on transactional analysis model. GQOLI-74 quality of life scale, the amount of self efficacy scale (SUPPH) and the Hamilton Depression Scale (HRSD), and Hamilton Anxiety Scale (HAMA) were used to investigate the survival quality, self-efficacy and negative emotional status of patients. The patient's compliance was investigated by asking the health care providers. Meanwhile, the complications of patients were collected. Results After the intervention, scores of quality of life including physical function, psychological function and material function of patients in the observation group were significantly higher than those in the control group (P<0.05). In the observation group, scores of self-efficacy prognosis were higher than those in the control group; the level of depression and anxiety was lower than that in the control group; treatment compliance rate was higher than that in the control group; the incidence of complication was lower than that in the control group; the differences were statistically significant (P<0.05). Conclusions Group education based on transactional analysis model can improve the quality of life and self-efficacy of patients, and reduce their negative emotions and complication rates.
