Objective:To explore the effectiveness of online and offline blended teaching in caregivers of individuals with high-risk pressure injury in primary elderly care institutions.Methods:From December 2020 to December 2021, convenience sampling was used to select 100 caregivers of individuals with high-risk stress injuries from 15 elderly care institutions in cooperation with the Linhai Second People's Hospital as participants. The participants were randomly divided into a control group ( n=50) and an experimental group ( n=50) using the random number method. The control group was treated with usual face-to-face training, and the experimental group was treated with online and offline blended teaching, with an intervention period of three months. The two groups' caring behavior, pressure injury knowledge, and caregiver burden were compared before and after the intervention. Results:After the intervention, the scores of the Pressure Ulcer Caring Behaviors Questionnaire and Caregivers' Knowledge about Pressure Ulcer Questionnaire in the experimental group were higher than those in the control group ( P<0.05). The score of the Zarit Caregiver Burden Interview in the experimental group was lower than that in the control group ( P<0.05) . Conclusions:Online and offline blended teaching is beneficial for improving the knowledge and behavior of caregivers of individuals with high-risk pressure injury in primary elderly care institutions, reducing caregiver burden, and is worth promoting and applying in primary elderly care institutions.

Objective:To explore the effectiveness of online and offline blended teaching in caregivers of individuals with high-risk pressure injury in primary elderly care institutions.Methods:From December 2020 to December 2021, convenience sampling was used to select 100 caregivers of individuals with high-risk stress injuries from 15 elderly care institutions in cooperation with the Linhai Second People's Hospital as participants. The participants were randomly divided into a control group ( n=50) and an experimental group ( n=50) using the random number method. The control group was treated with usual face-to-face training, and the experimental group was treated with online and offline blended teaching, with an intervention period of three months. The two groups' caring behavior, pressure injury knowledge, and caregiver burden were compared before and after the intervention. Results:After the intervention, the scores of the Pressure Ulcer Caring Behaviors Questionnaire and Caregivers' Knowledge about Pressure Ulcer Questionnaire in the experimental group were higher than those in the control group ( P<0.05). The score of the Zarit Caregiver Burden Interview in the experimental group was lower than that in the control group ( P<0.05) . Conclusions:Online and offline blended teaching is beneficial for improving the knowledge and behavior of caregivers of individuals with high-risk pressure injury in primary elderly care institutions, reducing caregiver burden, and is worth promoting and applying in primary elderly care institutions.