Effect of micro-classroom on the treatment effect of school-age children with bronchial asthma
10.3760/cma.j.cn211501-20191107-03263
- VernacularTitle:微课堂对学龄期支气管哮喘患儿治疗效果的影响
- Author:
Aixiang XU
1
;
Hong ZHANG
;
Qing ZHOU
Author Information
1. 北京中医药大学枣庄医院儿科 277000
- From:
Chinese Journal of Practical Nursing
2020;36(23):1783-1789
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effects of micro-classroom on pulmonary function, compliance with inhaled glucocorticoids, self-management ability and quality of life in children with bronchial asthma at school age.Methods:A total of 116 children with school-age bronchial asthma who were treated in our hospital from January 2018 to January 2019 were selected. Children were divided into control group ( n = 58) and observation group ( n = 58) according to the method of random numbers. The children in the control group were given routine health education, and the children in the observation group used micro-class health education strategies based on the control group. Intervention time was 3 months. The lung function indexes, inhaled glucocorticoid compliance, self-management ability, and quality of life were compared between the two groups before and after the intervention. Results:After the intervention, the forced vital capacity (FVC), forced expiratory volume percentage (FEV1%), peak expiratory flow rate (PEF), and forced expiratory 25% vital capacity instantaneous flow rate (FEF25%) were increased in both groups. The observation group was (6.29 ± 0.75) L, (75.61 ± 10.59)%, (91.55 ± 12.82) L / s, and (83.45 ± 10.85) L / s. All were higher than (5.98 ± 0.66) L, (71.25 ± 7.84)%, (78.92 ± 11.8) L / s, and (59.91 ± 8.39) L / s in the control group, and the differences were statistically significant ( t value was from -13.071 to -2.363, P <0.05 or 0.01). The Morisky-Green score of the control group decreased after the intervention ( t value was 7.937, P <0.05). The Morisky-Green score of the observation group showed no significant change compared with that before the intervention ( t value was 0.883, P> 0.05). The scores of self-care ability, nursing skills, sense of responsibility, self-concept, and health knowledge on the self-care ability scale of the observation group after the intervention were (21.05 ± 2.53), (17.53 ± 2.63), (17.65 ± 1.94), (27.35 ± 4.10), (27.36 ± 4.10) minutes. All were higher than the (15.68 ± 2.20), (13.58 ± 1.49), (14.56 ± 1.75), (20.45 ± 2.86), (22.35 ± 2.68) points of the control group, and the difference was statistically significant ( t value was from -12.198 to -7.790, P <0.01). In the observation group after intervention, the quality of life scale, asthma symptoms, mental state, response to stimulus, and health care scores were (75.68 ± 9.08), (58.91 ± 8.25), and (46.98 ± 7.05), (38.51 ± 5.39), (28.95 ± 4.05) minutes. All were higher than (68.35 ± 8.89), (51.23 ± 7.68), (41.05 ± 6.16), (31.58 ± 3.79), (22.36 ± 2.68) points in the control group, and the difference was statistically significant ( t value was from -10.334 to -4.393, P <0.01). Conclusion:The micro-classroom intervention mode for school-age children with bronchial asthma can effectively maintain treatment compliance, help improve children's lung function indicators, and improve children's self-management ability and quality of life.
