Effects of video education based on multidisciplinary collaboration combined with popular science atlas in pregnant women with fetal congenital heart disease
10.3760/cma.j.cn115682-20201120-06300
- VernacularTitle:以多学科协作为基础的视频宣教联合科普图册在胎儿先天性心脏病孕产妇中的应用
- Author:
Haina XUE
1
;
Linhong ZHANG
;
Xiaohong LI
;
Lina ZHAO
;
Cunying CUI
;
Taibing FAN
Author Information
1. 河南省人民医院 阜外华中心血管病医院儿童心脏中心，郑州 451464
- Keywords:
Heart defects, congenital;
Fetus;
Pregnant women;
Video education;
Popular science atlas;
Pregnancy outcomes
- From:
Chinese Journal of Modern Nursing
2021;27(14):1868-1873
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effects of video education based on multidisciplinary collaboration combined with popular science atlas in pregnant women with fetal congenital heart disease (CHD) .Methods:Taking the establishment time of multidisciplinary collaborative health education team in December 2019 as the boundary, the 60 cases of pregnant women with fetal CHD in the Outpatient Department of Obstetrics and Gynecology and Cardiac Surgery of Henan Provincial People's Hospital and Fuwai Central China Cardiovascular Hospital from February to November 2019 were included in the control group, and the 60 cases from December 2019 to October 2020 were included in the observation group, by convenience sampling method. The control group was given routine nursing, and the observation group was given video education based on multidisciplinary collaboration combined with popular science atlas. The scores of Exercise of Self-Care Agency Scale (ESCA) , State-Trait Anxiety Inventory-Form Y (STAI-Y) , Trait Anxiety Inventory (T-AI) , Beck Depression Inventory (BID) and Disease-Related Knowledge Mastery Questionnaire were compared between the two groups before and after intervention. Apgar score and mode of delivery were compared between the two groups.Results:After the intervention, the scores of self-care skills, self-care responsibility, health knowledge and self-concept of the observation group were higher than those of the control group, and the differences were statistically significant ( P<0.01) . The scores of STAI-Y, T-AI and BID of the observation group were all lower than those of the control group, and the differences were statistically significant ( P<0.01) . After the intervention, the scores of each dimension and total score of the disease-related knowledge mastery questionnaire of the observation group were higher than those of the control group, and the differences were statistically significant ( P<0.01) . There was no statistically significant difference in the neonatal Apgar scores at 1 min and 5 min and delivery mode between the two groups ( P>0.05) . Conclusions:Video education based on multidisciplinary collaboration combined with popular science atlas can improve the psychological states of pregnant women with fetal CHD to some extent, and enhance the mastery of disease-related knowledge and self-care ability.
